Science (EVS K-5) · Class 1

Active learning ideas

Light: Sources and Shadows

Active learning works because shadows and light sources are best understood through direct observation and manipulation. When children move objects and light sources themselves, they connect abstract ideas to concrete experiences, which builds lasting understanding. This hands-on approach reduces confusion about causes and effects in shadow formation.

• CBSE Learning Outcomes
• NCERT EVS Syllabus (Classes I-II), Theme: The World Around Me: Observes and describes natural phenomena like sun, moon, and stars.
• NCERT Learning Outcomes at Elementary Stage, EVS-101: Identifies simple features of objects, plants and animals in the immediate environment.
• CBSE Syllabus for EVS Class 1, The Sky: Identifies the sun as a source of light.

• 20–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 40 min · Pairs

Stations Rotation: Light Source Hunt

Prepare stations with pictures or objects: natural (sun drawing, glow worm model), artificial (torch, bulb). Pairs sort items into categories, discuss examples from home, and draw one each. Rotate stations every 10 minutes.

Differentiate between natural and artificial sources of light.

Facilitation Tip

During the Light Source Hunt station rotation, place a mix of natural and artificial sources at each table so students compare and discuss why some glow while others block light.

What to look for

Hold up various objects (a ball, a clear glass, a book, a mirror). Ask students to call out 'Light Source' if it makes light, 'Blocks Light' if it makes a shadow, or 'Lets Light Through' if light passes. Discuss why for each.

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

Activity 02

• Experiential Learning
• 30 min · Small Groups

Hands-On: Shadow Size Experiment

In small groups, use a torch, teddy bear, and wall. Position torch at different distances, measure shadow height with ruler. Record changes in a simple chart and predict next position's shadow size.

Explain how shadows are created.

Facilitation Tip

For the Shadow Size Experiment, have students record predictions before moving the torch to strengthen their observation and reasoning skills.

What to look for

Ask students: 'Imagine you are walking towards a wall with a torch shining on it. What happens to your shadow as you get closer? What happens if you move the torch closer to the wall instead?' Encourage them to explain their predictions.

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

Activity 03

• Experiential Learning
• 35 min · Whole Class

Whole Class: Shadow Puppet Story

Children make animal shapes from card, attach to sticks. Dim lights, use torch for shadows on screen. Take turns narrating a story with puppets, observing how hand position alters shadows.

Predict how the size of a shadow changes with the position of light.

Facilitation Tip

When making Shadow Puppet Stories, encourage students to explain how their light source placement changes the shadow size to the class.

What to look for

Give each student a small piece of paper. Ask them to draw one natural light source and one artificial light source. Then, ask them to draw a simple picture showing how a shadow is formed.

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

Activity 04

• Experiential Learning
• 20 min · Individual

Individual: Shadow Tracing

On sunny day, place objects outside, trace shadows with chalk at morning and afternoon. Note length differences, discuss why shadows change during the day.

Differentiate between natural and artificial sources of light.

Facilitation Tip

During Shadow Tracing, remind students to label the light source position on their paper to connect their drawings to real observations.

What to look for

Hold up various objects (a ball, a clear glass, a book, a mirror). Ask students to call out 'Light Source' if it makes light, 'Blocks Light' if it makes a shadow, or 'Lets Light Through' if light passes. Discuss why for each.

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

A few notes on teaching this unit

Teachers should model curiosity by asking open-ended questions during activities, such as 'What do you notice when the torch is very close to your hand?' Avoid telling answers too soon. Research shows that children learn best when they test their own ideas and adjust them based on evidence. Keep materials simple and repeatable so students can revisit concepts over time for deeper understanding.

By the end of these activities, students should confidently identify light sources, explain how shadows form, and predict how shadow size changes with light position. They will use evidence from experiments to justify their ideas and correct initial misconceptions. Clear explanations during discussions will show they have moved from guesswork to reasoned thinking.

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Watch Out for These Misconceptions

• During the Shadow Size Experiment, watch for students who assume shadows always match object size exactly. Correction: Bring their attention to the marked distances on their tables and ask them to compare their predictions with actual shadow lengths. Have them adjust the torch position and record new measurements to see changes.

  During the Shadow Size Experiment, have students measure shadow length at two different torch distances and discuss why the shadow grew or shrank. Ask them to sketch the setup to connect distance to shadow size.

• During the Light Source Hunt station rotation, watch for students who group transparent objects as light blockers. Correction: Ask them to shine the torch through the clear plastic block and observe the light on the wall. Discuss why no shadow appears and ask them to reclassify the object.

  During the Light Source Hunt, ask students to test each object by holding it between the torch and paper. If no shadow appears, they should note that the object lets light through.

• During the Shadow Puppet Story activity, watch for students who claim shadows appear in complete darkness. Correction: Turn off the room lights and shine the torch only, then ask them to observe if a shadow forms. Discuss why light is needed for shadows to appear.

  During the Shadow Puppet Story, dim the lights and shine only one torch. Ask students to explain why their hand's shadow disappears when the torch is switched off.

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Methods used in this brief

• Stations Rotation
• Experiential Learning