Shadow Size and Shape

Active learning works for this topic because children learn best when they can see cause-and-effect relationships firsthand. By moving a torch and observing the shadow change size and shape in real time, students connect abstract light concepts to concrete experiences they can measure and discuss.

• Year 2
• Science
• 4 activities
• 20 min–50 min

Learning Objectives

1. Compare the size and shape of a shadow when the light source is moved closer to and farther from an object.
2. Explain how the angle of the light source affects the appearance of a shadow.
3. Design and demonstrate a simple shadow puppet using a light source and a screen.
4. Identify the relationship between the position of a light source and the resulting shadow's dimensions.

Stations Rotation

⏱ 45 min·Small Groups

Stations Rotation: Light Positions

Prepare four stations with torches, objects, and screens: close light for large shadows, far light for small, high light for short shadows, low for long. Groups rotate every 7 minutes, draw shadows, and note changes. Discuss patterns as a class.

Prepare & details

Analyze how moving a light source changes a shadow's size and shape.

Facilitation Tip: During Station Rotation: Light Positions, place a ruler or measuring tape next to the screen so students can record the shadow’s height directly on their recording sheets.

Setup: Tables/desks arranged in 4-6 distinct stations around room

Materials: Station instruction cards, Different materials per station, Rotation timer

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Experiential Learning

⏱ 30 min·Pairs

Pairs: Shadow Predictions

Pairs predict shadow size and shape before testing with a torch and toy. They test close, far, and angled positions, measure shadows with rulers, and adjust predictions. Share results on a class chart.

Prepare & details

Compare the shadow of an object when the light is high versus low.

Facilitation Tip: During Pairs: Shadow Predictions, provide a small whiteboard for each pair to draw their predicted shadow before testing with the torch.

Setup: Varies; may include outdoor space, lab, or community setting

Materials: Experience setup materials, Reflection journal with prompts, Observation worksheet, Connection-to-content framework

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Experiential Learning

⏱ 50 min·Whole Class

Whole Class: Puppet Show Design

Demonstrate shadow puppets with a torch and screen. Students design simple puppets from card, then experiment with light positions to create effects. Perform short shows for the class.

Prepare & details

Design a shadow puppet show using different light positions.

Facilitation Tip: During Whole Class: Puppet Show Design, assign roles so every child manipulates either the light or the puppet, ensuring full participation.

Setup: Varies; may include outdoor space, lab, or community setting

Materials: Experience setup materials, Reflection journal with prompts, Observation worksheet, Connection-to-content framework

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Experiential Learning

⏱ 20 min·Individual

Individual: Shadow Journal

Each student uses a torch and object at home or school to trace shadows in three positions. Label drawings with light descriptions and sizes. Bring journals to share next lesson.

Prepare & details

Analyze how moving a light source changes a shadow's size and shape.

Facilitation Tip: During Individual: Shadow Journal, include a sentence starter such as 'When the light was closer, the shadow became...' to support written responses.

Setup: Varies; may include outdoor space, lab, or community setting

Materials: Experience setup materials, Reflection journal with prompts, Observation worksheet, Connection-to-content framework

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Teaching This Topic

Teachers should focus on isolating variables during demonstrations, asking students to change only one factor at a time (light distance or angle) while keeping the object and screen fixed. Avoid letting students move multiple variables at once, as this can confuse the causal link between light position and shadow size. Research suggests that frequent, short discussions after each trial help students articulate their observations and build accurate mental models.

What to Expect

Successful learning looks like students using terms such as 'closer,' 'farther,' 'taller,' and 'shorter' correctly when describing shadow changes. They should also demonstrate understanding by predicting and testing shadow outcomes with minimal prompting, showing they can isolate the variable of light position.

Watch Out for These Misconceptions

Common Misconception

During Station Rotation: Light Positions, watch for students who claim the shadow size stays the same regardless of light distance. Redirect them by asking, 'Measure the shadow now, then move the torch closer. What do you notice about the measurement?'

What to Teach Instead

During Station Rotation: Light Positions, use the measuring tape to show that the shadow grows when the torch moves closer and shrinks when it moves farther away. Have students record both measurements and compare them aloud to reinforce the pattern.

Common Misconception

During Whole Class: Puppet Show Design, watch for students who believe shadows only appear in complete darkness. Redirect them by asking, 'What happens to the shadow if we turn on the classroom lights? How can we still see it?'

What to Teach Instead

During Whole Class: Puppet Show Design, dim the lights but keep a small light on so the shadow remains visible. Ask students to explain why the shadow is still visible even when the room is not completely dark.

Common Misconception

During Pairs: Shadow Predictions, watch for students who attribute shape changes to the object’s movement rather than the light’s angle. Redirect them by asking, 'Did you move the dinosaur puppet during your trial? What did you move instead?'

What to Teach Instead

During Pairs: Shadow Predictions, have students repeat the trial while keeping the puppet still and only tilting the torch. Ask them to compare the new shadow shape to their prediction and discuss what changed.

Assessment Ideas

Quick Check

After Station Rotation: Light Positions, provide students with a torch and an object. Ask them to position the torch close to the object and then far away. Have them draw or describe the resulting shadows, using terms like 'bigger' and 'smaller' on their recording sheets.

Exit Ticket

After Shadow Predictions, give each student a card with a drawing of an object and a light source. Ask them to draw the shadow that would be formed, then explain in one sentence how moving the light source up or down would change the shadow.

Discussion Prompt

During Whole Class: Puppet Show Design, ask students to imagine they are making a shadow puppet show. Prompt them with, 'How would you move your light to make a shadow puppet look very tall? How would you move it to make the puppet look very small?' Encourage them to use the terms 'closer' and 'farther' in their responses.

Extensions & Scaffolding

• Challenge: Ask students to create a shadow that is exactly twice the height of the object by adjusting the light position only.
• Scaffolding: Provide pre-drawn grids on recording sheets so students can trace the shadow outline and compare it to the object’s outline.
• Deeper Exploration: Introduce transparent and translucent objects, challenging students to predict and test how these materials affect shadow clarity and size.

Key Vocabulary

shadow	A dark area formed when an opaque object blocks light.
light source	Something that produces light, like a torch or the sun.
opaque	An object that does not allow light to pass through it.
screen	A surface where a shadow can be seen, like a wall or a piece of paper.