Science · Year 3

Active learning ideas

Changing Shadows

Active learning helps students grasp abstract light behavior by letting them manipulate light, objects, and surfaces directly. When students change one variable at a time and observe shadows, they build lasting mental models of how light travels in straight lines and forms shadows.

• National Curriculum Attainment Targets
• KS2: Science - Light
• KS2: Science - Working Scientifically

• 15–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Four Corners
• 25 min · Pairs

Pairs Experiment: Torch Shadow Sizes

Pairs set up a torch, toy figure, and white screen. Predict and test shadow length by moving torch closer or farther from figure. Measure and record changes in a results table, then swap roles to repeat.

Predict what causes a shadow to change its size or shape throughout the day.

Facilitation Tip

During Torch Shadow Sizes, remind pairs to keep the toy and screen in the same positions while only changing the torch-to-toy distance.

What to look for

Provide students with a torch, a small toy, and a flat surface. Ask them to position the torch to make the toy's shadow as long as possible, then as short as possible. Observe their actions and ask: 'What did you change to make the shadow longer?'

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Activity 02

• Four Corners
• 35 min · Small Groups

Small Groups: Angle Shadow Stations

Prepare four stations with torches at different heights and objects like sticks or hands. Groups rotate every 7 minutes, draw shadow shapes, note angle effects, and discuss predictions before rotating.

Design an experiment to make a shadow longer or shorter.

Facilitation Tip

At Angle Shadow Stations, rotate student groups so each group tests three different torch angles with the same object and surface.

What to look for

On a slip of paper, ask students to draw a simple diagram showing a light source, an object, and its shadow. Then, ask them to write one sentence explaining why the shadow is the shape and size it is.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Activity 03

• Four Corners
• 50 min · Whole Class

Whole Class: Playground Shadow Tracker

Choose fixed objects like goalposts. Mark shadow tips with chalk at 10-minute intervals over break time. Class gathers to measure lengths, plot on graph paper, and predict afternoon positions.

Explain how we can predict where a shadow will fall.

Facilitation Tip

During Playground Shadow Tracker, have students mark shadow tips with chalk at hourly intervals to clearly see length changes over time.

What to look for

Pose the question: 'If you were outside at noon and then again at 4 PM, how would the shadow of a tree likely change?' Encourage students to use terms like 'light source,' 'position,' and 'angle' in their explanations.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Activity 04

• Four Corners
• 15 min · Individual

Individual: Prediction Challenge Cards

Give cards with shadow scenarios and prediction spaces. Students test one using mini-torch setup, draw before/after, explain changes. Share one with partner for feedback.

Predict what causes a shadow to change its size or shape throughout the day.

What to look for

Provide students with a torch, a small toy, and a flat surface. Ask them to position the torch to make the toy's shadow as long as possible, then as short as possible. Observe their actions and ask: 'What did you change to make the shadow longer?'

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

A few notes on teaching this unit

Teachers should start with concrete, hands-on experiences before introducing abstract concepts. Avoid explaining shadow formation before students have observed it themselves. Research shows students learn best when they predict, test, and explain their findings in small cycles rather than receiving lectures upfront.

Students will explain that shadow size and position depend on the light source’s distance and angle to the object. They will use vocabulary like light ray, opaque object, and angle correctly in discussions and diagrams after completing the activities.

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Watch Out for These Misconceptions

• During Torch Shadow Sizes, watch for students who assume shadows stay the same size regardless of torch position.

  Have students record torch-to-toy and toy-to-screen distances in a simple table, then compare shadow lengths to discover that closer torches make larger shadows.

• During Playground Shadow Tracker, watch for students who think the tree stretches to make longer shadows.

  Ask students to trace the tree’s outline alongside its shadow at each time mark to show the tree’s fixed size while the shadow changes.

• During Angle Shadow Stations, watch for students who draw shadows pointing toward the torch instead of away from it.

  Have students sketch the torch, object, and shadow on paper, then rotate the torch to different angles and adjust their sketches to correct the shadow direction.

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Methods used in this brief

• Four Corners