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Unit 1 Shadows

Classroom Close-Up

Welcome to Azizas class-

room! Find out how she and

her kids explore shadows.

Look or stories, drawings,

and photos rom Azizas

classroom throughout this

shadow exploration.

Photo: Dina Mardell

6 Learning Goals

7 Classroom ResourcesGather materials and books for your shadow explorations.

8 Roll Up Your Sleeves! Teacher PreparationLearn about shadow science and plan your curriculumby trying out the materials your kids will use.

10 Lets Explore: Outdoor ShadowsThe sun is shining! Start your shadow study outdoors.

1 Lets Explore: Indoor Shadows LampShadows

Create shadows and nd ways to change their shape and size.

FlashlightShadows

Investigate shadows with lights kids can move.

ShadowTheaters

Explore shadow science through dramatic play.

22 Teacher Reection

23 Classroom Close-Up

Unit 1

Explore Shadows

DVD Exp l o r e S hadowsPeepStory: NightLight 8:45 minutes

KidsExplore:MakingShadows 1:30 minutes

WatchingShadowsChange 1:30 minutes

PlayingwithShadowPuppets 1:30 minutes

2005 WGBH. Peep and the Big Wide Worldand the related marks are trademarks of WGBH. Third party trademarks are the property

of their respective owners. Used with permission. Peep and the other original Peep characters were created by Kai Pindal for the

National Film Board of Canada. Peep and the Big Wide World is produced by WGBH and 9 Story Entertainment in association with

TVOntario and Discovery Kids. Major funding for Peep and the Big Wide Worldis provided by the National Science Foundation.


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6

Science

As children explore shadows, they will begin to understand the followingkeyscienceconcepts:

A shadow is made when an object blocks the light.

You can make shadows with your body and other objects.

A shadow shows the shape of an object, but it doesnt show colors ordetails (such as a smile or a frown).

You can change the shape of a shadow by moving and turning yourbody or the object.

You can combine shadows to make different shadow shapes.

Each light source directed at an object will create a shadow.

As you move a light source around an object, the objects shadow

moves and its length and shape change. Indoors, you can change the size of a shadow by moving your body or

the object closer to or farther from the light. (Shadows grow biggerand fuzzier as the object moves closer to the light source, andsmaller and sharper as the object moves farther away.)

Outdoors, a shadows shape, size, and position change over thecourse of the day as the position of the sun changes.

Kids will practice scienticskills as they learn about shadows.

They will:

Observe,describe,draw,and compare shadows.

Predict,measure,and record changes in size. Do simple experiments, talk about causeandeffect,

and shareideas.

Language and LiteracyVocabularyThrough hands-on experiences and discussions, children will

become familiar with words such as shadow, light, bigger, smaller, closer,

and farther.

PrintawarenessChildren will see their words written on class charts. Theyll

listen and read along as the words are read back to them.

BookexperiencesChildren will listen to read-aloud books about shadowsand explore pictures and photos in books independently.

EmergentwritingChildren will record their own shadow observations

through drawing, tracing, and writing.

Early MathChildren will describe,measure,record, andcomparetheshapeandsize

of shadows.

Learning

Goals

Classroom Close-Up

Every day I take my class

outside and we cross the

street to the playground.

Kids oten point out our

shadows crossing next

to us.

Last week, when we were

planning curriculum, my

assistant teacher Erica said,

Maybe we could pick up on

the kids interest and do a

study o shadows. I agreed.

But I elt a little nervous.

Ater all, Ive never thought

o mysel as a science

person. Just the idea o

science is SO intimidating.

And i I didnt quiteunderstand the science o

shadows, how could I ever

teach it to my kids?

But then I remembered a

workshop leader telling us

that the important thing

was not to know everything,

but to be willing to jump in

with the kids, explore, and

nd out.

Aziza, preschool teacher


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7Unit 1 Shadows

Classroom

ResourcesGather supplies for Unit 1: Explore Shadows. We have provided a list ofallthematerialsyoullneed.Then,ll your classroom with shadow-relatedbooks to spark kids curiosity and keep their interest high.

Chorao, Kay. ShadowNight. Penguin Putnam, 2001.

A boys parents help him overcome his fear of nighttime shadows.

Help your children try out the picture instructions for making a

hand-shadow spider, bird, and alligator.

Nussbaum, Ben, and Kathy Waugh. Shadows:Whata

FunnyShape!WGBH Educational Foundation, 2004.

A Peep and the Big Wide World storybook and musical CD.

Read and sing along, then try the shadow puppet and sticker

activities provided at the end.

Stevenson, Robert Louis.MyShadow.

There are several illustrated versions of Stevensons classic poem.

Invite kids to chant the rst verse with you. Then have children

invent hand motions and movements to go along with the words.

Swinburne, Stephen R.GuessWhoseShadow?

Boyds Mills Press, 1999.

This book invites readers to play a shadow-guessing game.

You can make a similar book, using photos of your kids andtheir shadows.

Wilhelm, Hans. ILoveMyShadow!/Megustamisombra!

Scholastic, 2002.

A dog romps with its shadow until a cloud blocks the sun.

Take your kids outside on a cloudy day to look for shadows.

Bulla, Clyde Robert.WhatMakesaShadow?

Harper Collins, 1994.

Dorros, Arthur.MeandMyShadow.Scholastic, 1990.

Gore, Sheila.MyShadow.

Doubleday, 1990.

Worth, Karen and Sharon Grollman.Worms,Shadows,and

Whirlpools:ScienceintheEarlyChildhoodClassroom.

Educational Development Center, Inc., 2003.

An in-depth look at science inquiry in preschool classrooms.

For stories of shadow explorations, see pp. 129141.

You and your students can use these books to get factual information about shadows. Its a great way to model to kids how books can

be helpful resources for learning about their world. Kids can also independently look at the images as part of their explorations.

Story Books...with Extension Activities

Materials

Nonfction Books

OutdoorShadows

chalk

crayons, markers

large sheets of paper

clipboard, paper, pencil

camera (optional)

LampShadows

desk lamp with 100-watt

bulb and/or slide projector

interesting objects for

making shadows (comb,

toy truck, blocks, etc.)

large sheets of paper, tape,crayons, markers

table or surface to support

lamp or slide projector

FlashlightShadows

ashlights

small objects with

interesting shapes

drawing/tracing

material

LargeShadowTheater

large white bed sheet

4 binder clips or tape

2 chairs

desk lamp with 100-

watt bulb and/or

slide projector

MiniShadowTheater

shoeboxes (or other

cardboard boxes)

wax paper

scissors, tape

ashlights

small objects with

interesting shapes


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8

When was the last time you really explored shadows? Now is your chance!

These hands-on activities will help you: learnmore about the science of shadows

troubleshootproblems that might arise

thinkaboutways you can help kids get the most out ofshadow explorations

So grab a teaching partner and explore shadows together, both outdoors and

in your classroom.

Teacher ReectionAs you explore, we encourage you to reect on how to best introduce

and adapt these activity ideas to suit your students and your

environment. The questions below are intended to spark those

reections.

Outdoor Shadows

1 Walk around the outdoor play area and notice objects that cast interesting

shadows (trees, buildings, playground equipment).

Are any of these shadows in places where kids can trace or draw them?

Are there sheltered areas where children could enjoy shadow play in

windy or chilly weather?

2 Walk and turn in different directions. Watch where your shadow falls andhow it changes.

3 Notice how your shadow looks when it falls on stairs or a wall.

How might kids describe this? Think of ways to use these words as part

of a science/literacy activity.

4 Try these shadow tricks.

Make your shadow hide in someone elses shadow.

Work with a partner to make a shadow with three arms.

Stand next to a partner. Try to make your shadows touch hands without

your hands actually touching.

Give your shadow a tail or antlers, using your arms, a stick, or other prop.

Find a rock or leaf on the ground. Make a circle with your hands. Move so

that the shadow of your hands forms a circle around the rock or leaf. (You

can also do this activity indoors using a lamp.)

Which of these tricks would be good challenges for your children? How

might you introduce and organize the partner activities?

Roll Up Your Sleeves!

Teacher Preparation

Photo: Natalie Hebshie

Shadow Science

What is a shadow?

Light travels in straight lines.

When light hits an object, some

or all of the light is blocked,

creating an area on the other side

of the object with less light. This

dimmer area is called a shadow.


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Indoor Shadows with Lamps

1 Find a lamp with a bright bulb (100 watts) that can be adjusted so the light

shines on a wall. A gooseneck lamp, a hinged desk lamp, a clip-on lamp, an

overhead projector, or a slide projector (with a blank slide) are all good

choices. Make the room darker. With your partner, take turns making

shadows using your hands and small objects.

What classroom objects make interesting shadows? What small outdoor

objects could you add to the collection?

2 Turn an object in all directions and watch the shape of the shadow change.

When does the shadows shape look most like the object? Whats the

smallest shadow you can make?

3 Move your hand closer to the lamp, then farther away. How can you make

the shadow of your hand big and fuzzy? How can you make it small and

clear? How can you make the shadow disappear?

We suggest you present these structured challenges to kids after they

have spent a signicant amount of time freely exploring lamp shadows

on their own.

Indoor Shadows with Flashlights

With ashlights, you can change the shape of shadows by moving the light

source. (You cant do that outside, since the light source is the sun!) This opens

up a whole new way to play with shadows. So grab a ashlight (or two), dim

the lights, and try it out.

1 Explore how to change the shape of a shadow. What happens when you

hold the ashlight above the object and shine it straight down?

2 What happens when you shine the ashlight on the side of the object?

Whats the longest, skinniest shadow you can make?3 Move your ashlight in a circle above the object. What happens to its shadow?

4 Turn off your ashlight and point it at an object. Can you predict where the

shadow will fall when you turn on the ashlight?

5 What happens when you shine two ashlights at the same object?

As you experiment, think of ways to help your kids get the most out of

these explorations. Which would be most effective presented in a small

group setting? How can kids share what they have observed and

discovered with their classmates?

Shadow Science

When you hold an object close

to a light source (such as a lamp

or ashlight), the object blocks a

lot of light and the shadow is big

and fuzzy.

When you hold an object far from

a light source, the object only

blocks a little light, and the

shadow is small and sharp.

Unit 1 Shadows

Shadow Science

When the position of the light

source changes, it causes the

shape of an objects shadowto change.

When the light source is above

an object, the shadow is short.

When the light source is low,

aimed at the side of an object,

the shadow is long.


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The outdoors is a wonderful, natural laboratory for exploring light and shadows

with children. Begin studying shadows with your class on a sunny day. Ifpossible, go outside in the early morning (or late afternoon) when shadows are

the longest and most impressive. For the next few weeks, look for shadows on

rainy days, windy days, and cloudy days, as well as on bright, sunny days. This

way, noticing shadows will become part of childrens everyday awareness. Be

sure to talk about your observations.

Introduce ShadowsGo to an outside play area with your children and take a look at your shadows.

You can nurture their interest by noticing and commenting on their shadows

and joining in the play yourself. Bring along a clipboard, paper, and pencil to

jot down things children say and do.

Lets see if we can nd our shadows. Wave to your shadow!

Can you tell which shadow is yours? How do you know?

How can you make your shadow small? How can you make it tall?Can you put your foot on your shadows head?

What else can you do with your shadow?

Do you see anything else out here that has a shadow? What?

Reect and ShareAt Circle Time, explain that over the next weeks the class will be exploring

shadows. Help children recall their outdoor shadow discoveries. Use your notes

to share examples of what they said and did. Ask:

What did you learn about shadows today?

What else do you know about shadows? Can anyone see any shadowsnow? Show us.

What are some good places to go to see your shadow?

Write childrens words on chart paper. Let them know that in the coming

weeks you will be sharing and recording more shadow discoveries.

Family Science LettersReproduce and send home Explore Science with Your Kids and

Explore Shadows with Your Kids (provided in English andSpanish on pages 7174). During future Circle Times, encourage

kids to talk about the shadow experiences and discussions they

have had at home.

Free ExplorationAllow plenty of time for kids to explore shadows freely outdoors, without

specic directions. Then, engage children with the focused shadow activities

described next. These activities can be spread over two to three weeks.

Lets Explore

Outdoor Shadows

Classroom Close-Up

Yesterday on the play-ground, Sam said, Look!

as he pointed to the shadow

his body cast in ront him.

I can see me!

Michela looked at Sams

shadow. Then she looked at

Sam. Two Sams, she said.

Then she jumped on Sams

shadow. Now there are two

mes! she squealed as she

pointed rst to hersel and

then to her shadow.

How do you know those

are your shadows? I asked.

Michela did a little wiggle

and Sam stamped his eet.

Theyre doing what we do,

said Sam.

The other kids were

intrigued. They stoppedbeing remen and cake

makers and monsters and

swingers and became

shadow makers too!



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11Unit 1 Shadows

Explore Outdoor Shadows

Shadows: A Closer LookNotice the position, size, and shape o shadows.

Materials: chalk (if you can draw on the ground), crayons, markers, large sheetsof paper (if you cant draw on the ground).

1 Ask children, Where is your shadow? In front of you? Behind you? Next to

you? Have kids turn so that their shadow is in front of them. Say, Try chasing

your shadow. Now turn so your shadow is behind you. Let your shadow chase

you. Have children walk, run, and gallop with their shadows.

2 Notice where your shadows fall as you take a walk.

Look at Michelas shadow on the stairs! What does it look like?

Where are some other places you can make your shadow fall?

3 Have children stand in the shadow of a slide, a building, or a tree. Ask,

What happens to your shadow? Have kids try sticking just one arm or leg

out of the big shadow.

4 Trace kids shadows on the ground or on a large sheet of paper. As you trace,

discuss the shadows:

Look at Giannis shadow. Can you tell what color his shirt is by lookingat his shadow?

Can you tell if hes smiling or frowning?

What other things CANT you tell by looking at a persons shadow?What things CAN you tell?

5 Ask: Is Giannis shadow the same size as he is? Have the child lie down next to

the shadow tracing to nd out. Is it taller, shorter, or the same size? (MATH)6 Next to each shadow tracing, write the childs name and what the child says

about his/her shadow. (LITERACY)

Reect and ShareAt Circle Time or in small groups, talk about the tracings. Display shadow

tracings on the wall or gather kids near the outdoor tracings.

Where is Ians face in this shadow?

Can you see his eyes? Why not?

Do you think we could make shadows like this indoors? How?

In order to create a

shadow, you must be

blocking some light.

You can change the shape

of your shadow by moving

and turning.

A shadow shows the shape

of an object, but it doesnt

show colors or many other

details (such as a smile or

a frown).

Unit 1 Shadows

Activity Key Science Concepts

Photo: Theresa Montgomery


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Friendly ShadowsMake shadow shapes with a partner.

Materials: camera (optional)

1 Have kids work with a partner on the following challenges:

Can you and a friend make a shadow with three legs? With four arms?

Can you and your friend make your shadows touch hands, even if thetwo of you are not really touching hands?

Can you make your shadow hide in your friends shadow?

Lets play shadow tag. Try to tag your friends shadow with your foot.

2 If possible, take photos of the children creating combined shadows.

Reect and ShareTalk about the partner work kids did outside. If you have photos, show them

to the class.

This is a picture of Selena and Lani and their shadows.

Can you two tell us what you were doing and what you discovered?

DVD ConnectionWatching and discussing the selected Peep stories can spark and extend

childrens interest and understanding of light and shadows. We suggest that

you show the Peep clips after your children have had an opportunity to do their

own initial exploration of shadows. Your children can compare their experiences

and discoveries with those shown on the DVD and think about what additional

shadow explorations they might like to try. After watching KidsExplore:

MakingShadows (1:30 minutes) on the Peep DVD, ask:

What did the children in the video do?

What have we done in our shadow explorations that

was similar/different?

What did Caroline and Sarah need to do to make an H?

What are some new ways for us to explore shadows?


of your shadow by moving

and turning.

Two people can combine

their shadows to make a

different shape.

ActivityKey Science Concepts


DVD: Making ShadowsKidsplaywithshadowsindoors.Thentheygooutdoorsandtracetheirshadows.


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13Unit 1 Shadows

Shrinking and StretchingNotice how shadows change size throughout the day.

Materials: chalk, crayons or markers, large sheets of paper, scissors,

string (optional)

1 On a sunny day, go outside at two or three different times (morning, noon,

and late afternoon). Each time you go out, ask the same child to stand on alarge sheet of paper and trace his or her shadow.

2 Label each drawing morning, noon,orlate afternoon. Invite the child to

write his or her name.

3 Cut out the tracings. Repeat the steps for other interested children.

NOTE: Instead of tracing shadows, kids can use string to measure the length

of a shadow. Cut the string and label it with the time of day. At the end of

the day, compare and discuss the changes. (MATH)

Reect and ShareIn small groups, ask children to put each set of tracings in chronological order,

from morning to afternoon. Ask questions to guide a discussion: How did the shadows change?

When was Gennas shadow the shortest?

Was Hashims shadow also shortest at lunchtime?

When were the shadows the longest?

For the next few days before you go out, tell the kids the time of day and help

them nd the shadow tracing made at that same time of day. Is the shadow

tracing long or short? Ask the kids to predict what size their shadows will be

when they step outdoors. (A prediction is what you think will happen based

on what you know or have done before.) Go outside and test the predictions.

(MATH)

Moving ShadowsNotice how shadows change position throughout the day.

Materials: chalk, crayons, markers, large sheets of paper (if you cant draw on the

ground), camera (optional)

1 On a sunny day, have children use chalk to trace the shadow of an object on

the playground, such as a post or a trash can.

2 Return to the object a few times during the day to observe and trace itsshadow. Ask:

What do you notice about the shadow?

Is it in the same place?

Is it the same size? Shorter? Longer?

Activity Key Science Concept

Outdoors, the shape, size,

and position of a shadow

change over the course of

the day as the suns position

changes.

Outdoors, the shape, size,

and position of a shadow

change over the course of

the day.




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14

Classroom Close-Up

Outdoor shadow exploration was a big hit. Last

week, Erica and I tried to keep the interest high

by displaying books about shadows around the

classroom and introducing new twists. One day,

we brought music to the playground so we could

dance with our shadows. Another day we went

or a walk and noticed all the dierent places our

shadows could be: in the sandbox, on a bench, on

a tree trunk. We looked to see i the sandbox, the

bench, and the tree trunk had shadows, too.

At Circle Time, the kids talked about the discoveries

they made during their outdoor shadow explorations.

I wrote their ideas on a chart.


3 Have kids trace the new shadow using a different color chalk. If possible,

take a photo of the object with the different shadow tracings to spark

discussion at a later time.

Reect and ShareOutside, invite small groups of kids to share their shadow discoveries.

Look! Jonah and Ravi traced the owerpot shadow three times today.What do you notice?

Do you think other shadows outside also shift and grow and shrinkduring the day? How could we nd out?

What other shadows could we trace?

DVD ConnectionWatch KidsExplore:WatchingShadowsChange(1:30 minutes) on the

Peep DVD. Ask:

In the video, what happened to the shadow on the playground?

What happened to Olivers shadow?

Why do you think it happened?

What have you noticed about how our shadows change outdoors?

What new things could we do to explore how shadows change?

DVD: WatchingShadows ChangeChildrentraceshadowsoutside.Laterinthedaytheynoticehowtheshadowshavemoved.


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Big and Little ShadowsMove objects close to and ar rom a light to make bigand small shadows.

1 As kids make shadows with their hands and objects, talk about how

shadows are made.

When you moved your hand, its shadow disappeared. Why do you

think you can sometimes see a shadow but sometimes cant?

2 As the kids explore, help them describe what they are doing and how

the size and appearance of the shadows are changing.

Look how the shadow changes as Lori moves her hand closer to the

light. What happens?

How can you make the shadow smaller and less blurry?

3 Ask kids to compare the sizes of the shadows they are making.(MATH) Whats the biggest shadow you can make? The smallest?

Can you make a shadow that is the same size as (the object)?

4 Help kids trace shadows and ask them to dictate captions.

Reect and ShareBring small groups to the Lamp Shadow Center and invite them to

share their shadow discoveries.

DVD ConnectionWatch and discuss the Peep Story,NightLight(8:45 minutes). Ask:

What happened when Quack woke up? Why was he confused?

What did Peep and Quack nd in the dump?

How did Peep and Quack change the size of their shadows?

What new things could we do with shadows?

Shadow ShapesTurn objects to make dierent shadow shapes.

1 Help kids notice how shadows can be changed.

The shadow of that comb looks like an animal with a long neck!

What happens if you turn the comb?

Wow! What happened to the shadow?

2 Help kids make connections between the shadows they make with a lamp

and the shadows they see outdoors. Go outside and ask, Why are there

shadows outside if we dont have a lamp out here?

ActivityKey Science Concept

You can change the size of

a shadow by moving an

object closer to or fartherfrom the light.

Explore Lamp Shadows


A shadow is made when an

object blocks the light.

You can change the shapeof a shadow by turning the

object.

Photo: Tanit Sakakini

DVD: Night LightQuackandPeepndaashlightandhavefunmakingbigandlittleshadows.


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17Unit 1 Shadows

Reect and ShareGather a small group of children by the Lamp Shadow Center and invite them

to share and discuss their discoveries. For example:

Nina discovered a way to make the shadow of a book look like a thin

line. Can you show us, Nina?

Can someone else make a different shadow shape with the book?

Now can you make the shadow look like a line again? How did you

make it change?

Introduce Flashlight ShadowsMaterials: ashlights of various sizes, small objects with interesting shapes

(comb, toy animals, cookie cutters), drawing materials for tracing shadows

SetupaFlashlightShadowCenter in a part of your classroom where the lights

can be dimmed. Flashlights and objects can be set up on the oor or on a table.

Play Shadow Detectives

Dim the lights and sit in a circle with the kids. Tell them that they are going tobe shadow detectives. When you turn on your ashlight, they will try to nd

the shadow. Have children join you in a countdown: 3, 2, 1 . . . Flashlight! Shine

the ashlight on an object (such as a cup on a table) and let the class nd and

identify the shadow. Keep playing the game as long as kids are interested.

Explaintherulesforusingashlights.Then hand out ashlights and let kids

practice turning different ashlights on and off (by pushing a button, by

squeezing the sides, etc.).

Free ExplorationAllow plenty of time for kids to explore ashlight shadows freely, without

specic directions. Then introduce the focused ashlight shadow

activities on pages 1819.

Flashlight Rules

Do not shine the light in peoples eyes.

Turn ashlights off when youre done so you dont waste the batteries.


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18

All Sorts of ShadowsShine a fashlight rom dierent positions to make

dierent shadows.

1 As you observe kids in the Flashlight Shadow Center, invite them to talk

about how theyre making shadows move and change. Encourage kids to

notice what their classmates are doing, too.

Look at the way Jonah is moving his ashlight. Whats happening to

the shadow? Can you do that, too?

What if you hold the ashlight above the object and shine the light

straight down? What do you see?

What happens if you move the ashlight around in circles?

Lets shine the ashlight on the side of the object. What happens?

Whats the longest shadow you can make?

2 Have kids work together to trace shadows of objects. Make tracings that

show both big and little shadows of the same object. Offer help as needed.

Do you want to trace that long, long shadow on a piece of paper?

What would you like me to write? A description? A name?

3 Ask kids who are intrigued with ashlight shadows to choose one thing

they would like to share in small groups.

Reect and ShareIn small groups, invite kids to bring an object and a ashlight to demonstrate

something they have discovered.

Show us a shadow you can make with a ashlight.

Whats different about making shadows with a lamp and with

a ashlight? Which do you like best? Why?

Encourage kids to share their shadow tracings.

Tomoko, tell us about your shadow tracings.

How did you make them?

Why is one shadow bigger than the other?

ActivityKey Science Concept

As you move a ashlight

around an object, the

objects shadow moves andthe length and shape of the

shadow changes.

Explore Flashlight Shadows



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1Unit 1 Shadows

Making Many ShadowsUse several fashlights to make multiple shadows.

1 Encourage two kids to both shine their ashlights on the same object.

2 Help children notice how multiple shadows can be made.

How many shadows do you see? Whats making the shadows?

Lets try shining one more ashlight on the object. What do you think

will happen?

3 Heres a way a small group can demonstrate and discuss multiple shadows.

Gather 34 ashlights and a small object. Darken the room and hand out

the ashlights. Ask the children with ashlights to sit in a semi-circle around

the object. As you say a name, have that child turn on a ashlight and

shine it at the object. Let children point out the shadow. With the rst child

continuing to shine the light on the object, ask the next child to turn on

his or her ashlight and aim it at the object as well. How many shadows do

the children now see? Continue in this manner until all children are shining

their lights on the object. Each time let the group count how many shadowsthey see. (MATH)

Reect and ShareEncourage kids to talk about the shadow explorations they have done at home

with their families.

What kinds of shadows did you make at home?

Tell us about some of the different places you made shadows.

What light did you use to make the shadows?

Whats different about making shadows inside and outside?

Each light source directed

at an object will create a

shadow.




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Explore Shadow TheatersShadow theaters are a great way to wrap up the unit and review key science

concepts. Make a full-size theater, a mini theater, or both!

Large Shadow TheaterUse dramatic play to explore shadows.

Materials: a large white sheet, 2 chairs, 4 large binder clips or tape, an overhead

or slide projector or desk lamp with 100-watt bulb, materials for making shadow

puppets such as paper, plastic straws, craft sticks, ribbon, tape

Position two chairs a few feet apart. Drape the sheet across both chairs on one

side. Use binder clips or tape to attach the corners of the sheet to the top and

bottom of each chair. Make sure the sheet is stretched tightly between the

chairs and is secure. Position the lamp or slide projector on a table behind the

sheet and nd the distance and angle that works best for casting shadows.

(This may take a little time and experimentation.) View the shadows from the

opposite side of the sheet.

1 Introduce the Large Shadow Theater to kids.

2 Encourage kids to be actors, dancers, or puppeteers, telling stories with

their own bodies, classroom objects, toy animals. Children can also make

shadow puppets from paper, plastic straws, craft sticks, etc.

3 Pay close attention to safety issues. Kids should only use the Shadow Theater

with adult supervision. Remove the light source when the Shadow Theater is

not in use.

Reect and Share

Gather to watch kids perform. Invite the audience to say which part ofthe play they liked best. Encourage the actors to explain how they

created certain shadows.

DVD ConnectionWatch and discuss KidsExplore:PlayingwithShadowPuppets(1:30 minutes)

on the Peep DVD. Ask:

How did the kids make their puppets?

What happened when the puppet was far from the wall?

What happened when it was close to the wall?

What new things could we try with our Shadow Theater?

Shadows grow bigger and

fuzzier as the object moves

closer to the light source

and smaller and sharper as

the object moves farther

away.

You can combine shadows

to make different shadow

shapes.


DVD: Playing withShadow PuppetsKidsmakeshadowpuppetsandaLargeShadowTheater;thentheyputonashowforfriends.


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21Unit 1 Shadows

Mini Shadow TheaterGuess what object is making a shadow.

Materials: shoeboxes (or other cardboard boxes), wax paper or white paper,

tape, ashlight, small objects (such as plastic animals, tape, comb)

Cut off the bottom and top of a box. (If you use a shoebox, remove the top and

cut out the bottom.) Cover one opening with wax paper (or white paper) andsecure it with tape. From the other open end, prop or hold a ashlight inside

the box and shine the light on the paper. Place an object between the ashlight

and the paper.

1 Use the Mini Shadow Theater to play a Mystery Shadows guessing game.

Invite a child to hold a mystery object inside the box, casting its shadow

on the wax paper.

2 Ask children to view the shadows from the opposite side and guess what

object is making the shadow.

3 Invite children to play with the Mini Shadow Theater in small groups.

Reect and ShareAsk children:

What are some things you noticed about shadows while you were

playing with the Shadow Theater?

Show us some ways you made the shadows move and change.

You can change the size of

a shadow by moving an

object closer to or farther

from the light.


of a shadow by turning theobject.

Activity Key Science Concepts




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1 What was the most satisfying part of the Explore Shadows unit for you and your students?

Outdoor shadow play? Experimenting with ashlights? Something else? What made it

so satisfying?

2 As you watched and listened to your children explore, what things surprised you? (For example,

certain questions or observations about shadows, unusual ways children used the materials,

specic things that fascinated them.)

3 What activities might you change or extend the next time you use the Explore Shadows unit?

What would you keep the same? How could you build on your childrens particular interests and

enthusiasm to make this an even richer science learning experience?

Teacher Reection

Explore ShadowsAs teachers, we grow by reecting on our classroom experiences and using those reections to inform and

improve our instruction. The following questions may help you reect on the successes, surprises, and challengesof Unit 1: Explore Shadows. You may want to jot some notes in the spaces below.


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23Unit 1 Shadows

Classroom Close-UpAziza describes how she and her class explored shadows indoors.

Building Block Shadows

Ater the success o our outdoor shadow play, Erica and I were eager to continue shadow

exploration indoors. During Circle Time, we introduced the new Shadow Center we had

created with the slide projector and blocks. I put a sheet over the slide projector. Whenall the kids were ready, I took o the sheet, turned o the overhead lights, and turned

on the slide projector. Shadows! kids shouted as they noticed the shadows o the

blocks cast on the wall.

I explained that kids (in small groups)

would have a chance to explore at the

Shadow Center. Each child would have

a turn. Then we talked about the rules.

Over the next ew weeks, children took

turns making block shadows. They

loved building towers. They gured outthat i they built the tower too high,

there wouldnt be a shadow o the very

top because the light wouldnt hit it.

So theyd experiment, seeing how high

and wide they could build and still make

shadows. It was neat to see how they

were guring out some o the same

things Erica and I did when we were

making shadows out in the block area.

At some point, the kids also gured out that they could use their bodies to make

shadows. Look at me, theyd shriek. You can see me on the wall! Working in small

groups was great. All the kids really had a chance to see what shadows they could make.

I listened to Jamie talk to his shadow as he experimented:

Im the same size as my shadow [standing right next to

the wall]. Im getting bigger and bigger and bigger [as he

backed up]. Wow! Look how giant I am. Look at me! Now

Im covering it! [standing right in ront o projector]

Jamie, Nick interrupted. Im trying to see my sculpture

shadow. Please move. You are covering the light.

Ater everyone had a chance to make shadows with the

slide projector, we talked about shadows during Circle

Time. I recorded the kids ideas on chart paper.


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Some o their ideas were not quite accurate, but I didnt correct them. Instead, I

planned to give them new experiences that would help them rethink their ideas. Ater

Circle Time, we went outside. The kids were really excited to see and talk about their

outside shadows because o their experiences in the Shadow Center. I challenged my

young shadow scientists by asking, What makes shadows?

The sun makes shadows, Owen said promptly.

Then how come we have shadows in the room? I asked.

Cause the sun was coming through the window . . . Oh, oh! The light

rom the projector also makes shadows, Owen realized.

What do you think happens outside at night? I asked. Are there shadows?

Corinne thought or a minute and said, No shadows.

Why not? I asked, probing urther.

Cause theres no light, answered Jamie.

Yeah, Jenny said, and you need light to make shadows.

Shadows at the Long Table

The weather grew colder so we spent less time outdoors. We made most o our shadow

discoveries in the classroom. We set up a lamp so that it shined over the Long Table

(art table) in our classroom. Kids played and experimented with the light, making

shadows with dierent objects. They started tracing the shadows o the objects on

paper. They called this capturing shadows.

The kids were beginning to build an understanding o basic shadow concepts. I

watched and listened as Raael and Calder held up rolls o tape, moving them up

and down under the light, watching the shadows change.

Raael: Look what I discovered. First itsall uzzy when you hold it up high. When

you put it closer [to the paper], you can

see it better.

Calder: When I hold it up higher, mine

gets bigger.

Raael: Yeah, but it is uzzy, its harder

to see. So I like it when it is closer.

Calder: I like it bigger.

Phot o: Di naMardell


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2Unit 1 Shadows

Refections

Ive never been a science person. At rst, I thought,

i learning science is too much or me, how could I ever

teach it to my kids? But it was important to experiment

with shadows mysel, using the same materials that the

kids would use. By playing, I learned how to make a

shadow grow long or short, uzzy or sharp, or just

disappear. And I learned about the joy o discovery.

I also learned a lot about the importance o being a kid-

watcher. I used to think that in order to teach Id have to

tell kids things, bombard them with questions, directions,

and inormation. Im not quite sure when I made the

discovery that I had to be a better listener. Maybe it was by watching too many activities

all fat and wondering, Why arent they interested in this? Then it came to me. Maybe

it was because three seconds ater kids started exploring, Id ask them to do something

else! I didnt give them enough time to just explore beore Id throw something new

at them.

So Ive learned to step back, to slow down, and really listen and watch or what kids

are interested in. For example, a couple o days ago, kids in the Shadow Center were

having a shadow dance party, dancing and watching their shadows dance on the wall.

Raael started to play around, standing behind Calder to make a combined shadow with

extra arms.

Look at this. It looks like I have our arms! Calder said.

Hey everybody, called Raael. Were having a monster dance!

The other kids in the center watched and laughed and tried it out, too. They

were having un with make-believe and drama, but they were also deepening their

understanding o how shadows work.

Watching how the kids spontaneously combined dramatic play and science exploration

was really inspiring. So next week, Erica and I are planning to set up a shadow theater.

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