Light and Shadows: Grade 1 Preview (NGSS PS4)

Light and shadows provide a hands-on way for young learners to explore physics concepts before abstract reasoning is fully developed. When students manipulate objects and light sources, they directly observe cause and effect, building foundational understanding that connects to later science topics.

• Kindergarten
• Science
• 4 activities
• 15 min–30 min

Learning Objectives

1. Identify objects that block light to create shadows.
2. Demonstrate how moving an object closer to a light source changes the shadow's size.
3. Compare the size of a shadow when an object is close to a light source versus far away.
4. Create different shadow shapes using hands and a flashlight.
5. Explain that light travels in straight lines to create shadows.

Inquiry Circle

⏱ 30 min·Pairs

Inquiry Circle: Shadow Detectives

Pairs use a flashlight in a darkened corner to cast the shadow of a small cardboard shape onto white paper taped to the wall. They move the shape to three positions: close to the flashlight, halfway, and far away, tracing the shadow outline at each position. Partners compare the three tracings and describe the pattern they see.

Prepare & details

What do we need in order to see the objects around us?

Facilitation Tip: During Shadow Detectives, circulate and ask probing questions like 'How is the shadow different from the object? What changes when you move the flashlight?' to guide observations.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Simulation Game

⏱ 20 min·Small Groups

Simulation Game: Shadow Puppets

Students create simple paper hand cutouts and use a flashlight to cast shadows on the wall. They experiment with holding the cutout at different angles and distances to change the shape and size of the shadow, then share one discovery using the sentence frame 'When I moved it closer or farther, the shadow...'

Prepare & details

How does a shadow change when you move closer to or farther away from a light source?

Facilitation Tip: In the Shadow Puppets simulation, encourage students to test each puppet’s shadow size at different distances from the light source before recording predictions.

Setup: Flexible space for group stations

Materials: Role cards with goals/resources, Game currency or tokens, Round tracker

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Think-Pair-Share

⏱ 15 min·Pairs

Think-Pair-Share: Where Does the Shadow Go?

Show a photo of a person with a shadow falling to their left. Ask students: if the sun moved to the other side, where would the shadow be? Partners share predictions, then use a flashlight and a small figure to test them. Pairs report their result and whether it matched their prediction.

Prepare & details

Can you use your hands and a flashlight to make different shadow shapes on the wall?

Facilitation Tip: For Where Does the Shadow Go?, set a timer for two minutes of independent thinking so all students have time to organize thoughts before sharing with a partner.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Gallery Walk

⏱ 20 min·Whole Class

Gallery Walk: Our Shadow Tracings

Each pair posts their three shadow tracings labeled near, middle, and far. Students walk the gallery and place a sticky dot on the tracing that shows the biggest shadow. After the walk, the class reads the pattern together and explains in their own words why the near shadow is the biggest.

Prepare & details

What do we need in order to see the objects around us?

Facilitation Tip: During the Gallery Walk, provide colored pencils so students can mark changes in shadow size directly on their tracings for clearer comparison.

Setup: Wall space or tables arranged around room perimeter

Materials: Large paper/poster boards, Markers, Sticky notes for feedback

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Teaching This Topic

Teachers should prioritize concrete experiences over explanations. Young students learn best when they manipulate materials, make observations, and verbalize their findings. Avoid explaining abstract concepts like light rays; instead, let students discover patterns through repeated trials. Model curiosity by asking 'What do you notice?' and 'Why do you think that happened?' to build scientific thinking habits.

What to Expect

Successful learning looks like students accurately describing how light travels in straight lines, explaining why shadows form, and predicting how shadow size changes when objects or light sources move. They should confidently use terms like light source, opaque, and shadow with evidence from their investigations.

Watch Out for These Misconceptions

Common Misconception

During Shadow Detectives, watch for students who assume shadows match the object’s size. Redirect by asking them to trace the shadow and compare it to the object, then move the object closer to the flashlight to observe the size change.

What to Teach Instead

During Shadow Detectives, have students measure the shadow’s length with a ruler and compare it to the object’s height. Ask them to predict what will happen if they move the object closer, then verify their predictions by measuring again.

Common Misconception

During Shadow Detectives, listen for statements that shadows only form in sunlight. Redirect by asking students to test their hypothesis using the classroom flashlight in a darkened corner.

What to Teach Instead

During Shadow Detectives, provide both a flashlight and a sunny window option. Ask students to compare shadows made by each light source, reinforcing that any blocked light creates a shadow, regardless of source.

Assessment Ideas

Exit Ticket

After Shadow Detectives, give students a card with a flashlight and ball. Ask them to draw the shadow’s position and size, then predict what happens if the ball moves closer to the flashlight. Collect cards to check for accurate shadow placement and size changes.

Quick Check

During Shadow Detectives, ask students to hold up their hands between the flashlight and wall. Have them describe the shadow’s size and position, then ask what happens when they move their hand closer to the wall versus closer to the flashlight. Listen for mentions of distance affecting shadow size.

Discussion Prompt

After the Gallery Walk, gather students and ask them to use their shadow tracings to explain what they need to make a shadow and how shadow size changes with distance. Invite volunteers to demonstrate with their hands to show the relationship between light source, object, and shadow.

Extensions & Scaffolding

• Challenge students to create a shadow that is smaller than the object by adjusting the flashlight’s position.
• Scaffolding: Provide a template with marked distances from the light source for students who struggle to position objects accurately.
• Deeper exploration: Introduce translucent materials (like wax paper) and ask students to predict and observe how shadows change with different levels of opacity.

Key Vocabulary

light source	Something that gives off light, like the sun or a flashlight.
shadow	A dark shape made when an object blocks light.
opaque	An object that light cannot pass through.
block	To stop light from passing through an object.