Science · Year 2

Active learning ideas

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.

• ACARA Content Descriptions
• AC9S2U03

• 20–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• 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.

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.

What to look for

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'.

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

Activity 02

• 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.

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.

What to look for

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, ask them to explain in one sentence how moving the light source up or down would change the shadow.

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

Activity 03

• 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.

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.

What to look for

Ask students: 'Imagine you are making a shadow puppet show. 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'.

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

Activity 04

• 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.

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.

What to look for

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'.

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

A few notes on teaching this unit

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.

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.

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Watch Out for These Misconceptions

• 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?'

  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.

• 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?'

  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.

• 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?'

  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.

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Methods used in this brief

• Stations Rotation
• Experiential Learning