Science · Year 1 · Light and Shadows · Summer Term

Making Shadows

Exploring how shadows are formed when light is blocked by an object.

• National Curriculum Attainment Targets
• KS1: Science - Light

About This Topic

Shadows form when light from a source, such as a torch or the sun, is blocked by an opaque object, creating a dark patch on a surface behind it. Year 1 children explore this by shining lights on hands, toys, and cut-outs, noticing that transparent materials like clear plastic let light pass through without forming shadows. They observe how shadow length and sharpness change with the object's distance from the light and screen.

This topic aligns with the KS1 National Curriculum's Light strand, where pupils identify light sources, recognise dangers, and describe shadow formation. It builds foundational skills in observation, prediction, and fair testing, such as predicting shadow size before moving a torch closer. These experiences support working scientifically through talk and recording.

Active learning suits shadows perfectly because children can manipulate everyday items in darkened spaces or outdoors. Hands-on trials with torches and objects reveal patterns instantly, while collaborative puppet shows combine science with drama. This approach turns abstract light ideas into visible, playful discoveries that stick.

Key Questions

1. Explain how a shadow is created.
2. Analyze how the position of a light source affects a shadow's size and shape.
3. Design a shadow puppet show using different objects.

Learning Objectives

• Identify the necessary components for shadow formation (light source, opaque object, surface).
• Explain how moving an opaque object closer to or further from a light source changes the shadow's size.
• Predict and demonstrate how the position of a light source affects the shape of a shadow.
• Design and create a simple shadow puppet using provided materials.
• Compare shadows cast by transparent and opaque objects.

Before You Start

Properties of Objects

Why: Students need to have explored basic properties of objects, such as whether they are solid or hollow, to understand how they interact with light.

Introduction to Light Sources

Why: Prior exposure to identifying common light sources is necessary before exploring how they interact with objects.

Key Vocabulary

Opaque	An object that does not allow light to pass through it, causing a shadow to form behind it.
Transparent	A material that allows light to pass through it completely, so no shadow is formed.
Light Source	Anything that produces light, such as a torch, lamp, or the sun.
Shadow	A dark area formed when an opaque object blocks light from a source.

Watch Out for These Misconceptions

Common Misconception

All objects make the same size shadow as themselves.

What to Teach Instead

Shadow size depends on light source distance and angle, not just object size. Pairs measuring shadows at varying torch distances correct this through direct comparison and prediction trials, building accurate mental models.

Common Misconception

Shadows only form with sunlight.

What to Teach Instead

Shadows form from any light source blocked by an object. Classroom torch experiments show indoor shadows match outdoor ones, helping children generalise via group demonstrations and recordings.

Common Misconception

Transparent objects make shadows.

What to Teach Instead

Light passes through transparent materials without blocking. Testing stations with gels and tissues reveal this, as peer observation and discussion clarify opaque versus see-through properties.

Active Learning Ideas

Stations Rotation: Shadow Materials

Prepare stations with torches, opaque toys, transparent gels, and white screens. Small groups test five items per station, draw shadows or note presence/absence, then rotate after 7 minutes. Discuss results as a class.

35 min·Small Groups

Distance Pairs: Shadow Sizes

Pairs use a torch, puppet, and metre stick against a wall. Shine light from 10cm, 50cm, and 100cm away, measure shadow heights each time, and sketch changes. Predict outcomes before measuring.

25 min·Pairs

Whole Class: Shadow Puppets

Children select sticks, card shapes, and torches to make animal puppets. Practice moving them close and far from a screen, then perform a simple story for peers. Vote on clearest shadows.

45 min·Whole Class

Outdoor Investigation Session: Sun Shadow Hunt

Mark starting positions with chalk, trace body shadows every 15 minutes for an hour. Compare lengths and shapes on paper, noting sun position changes. Share drawings in plenary.

30 min·Individual

Real-World Connections

• Stage lighting designers use spotlights and gobos (stencils) to create specific shadow effects for plays and performances, controlling the size and shape of shadows to enhance the mood and storytelling.
• Architects and urban planners consider how buildings and structures cast shadows on public spaces and neighboring properties, impacting sunlight availability and the design of outdoor areas.
• Solar-powered devices, like calculators and garden lights, rely on sunlight as a direct light source, and their function can be affected by shadows cast upon them.

Assessment Ideas

Quick Check

Hold up a torch and an opaque object. Ask students: 'What do we need to make a shadow?' Then, move the object closer to the torch and ask: 'What is happening to the shadow? Why?' Observe student responses and gestures.

Exit Ticket

Give each student a piece of paper with a drawing of a light source and a simple object. Ask them to draw the shadow. Then, ask them to draw a second picture showing how they would move the object to make the shadow smaller.

Discussion Prompt

Set up a shadow puppet station. Ask students: 'How can you make your shadow puppet bigger or smaller?' and 'How can you change the shape of your puppet's shadow?' Encourage them to experiment and explain their observations.

Frequently Asked Questions

How are shadows formed in Year 1 science?

Shadows appear when an opaque object blocks light rays from a source like a torch or sun, leaving a dark area on a surface. Children shine lights on objects and screens to see this, noting no shadows from glass or cellophane. Simple drawings and labels help them explain the process clearly.

How can active learning help teach shadows to Year 1?

Active methods like torch stations and puppet shows let children manipulate light and objects, observing changes firsthand. This beats passive watching, as measuring shadow sizes in pairs reveals patterns through trial and error. Group performances reinforce concepts playfully, boosting retention and enthusiasm for science enquiry.

What affects the size of shadows KS1?

Shadow size grows larger when the light source is farther from the object or closer to the screen. Year 1 tests with torches at different distances show this clearly. Children predict, measure, and compare, linking position to outcomes in their science notebooks.

Shadow puppet ideas for UK Year 1 light unit?

Use card animals on sticks with torches behind a sheet for shows. Vary puppet distance for size changes, integrating storytelling. Extend by identifying opaque/translucent materials. This hits curriculum goals on light blocking and shadow properties while sparking creativity.