Objectives (5 - 10 minutes)

1. The students will be able to understand what shadows are and how they are formed.
2. The students will be able to analyze how the length and direction of shadows change according to the position and angle of the light source.
3. The students will be able to connect the change in shadows throughout the day with the rotation of the Earth.

Secondary Objectives:

1. The students will develop observational skills by examining the changes in shadows.
2. The students will enhance their critical thinking skills by deducing the relationship between light source position and shadow characteristics.

After outlining the objectives, the teacher should ensure that the students understand what they will be learning and why it is important. This should be done by providing real-life examples and applications of the concepts to be learned, such as the use of sundials.

Introduction (10 - 15 minutes)

1. The teacher begins by revisiting the concept of light and its properties that the students have learned earlier. They could ask the students about their understanding of light, its speed, and its behavior when it hits an object. This will set the foundation for the discussion on shadows.

2. The teacher then presents two problem situations to the students:

   • Problem 1: "If you are lost in a desert during the day, how can you tell what time it is without a watch?"
   • Problem 2: "Why does your shadow look longer in the morning and evening, but shorter at noon?"

3. The teacher should then illustrate the importance of understanding shadows and their behavior. They could explain how ancient civilizations used shadows to build sundials, which helped them keep track of time. Additionally, the teacher should also emphasize how this knowledge is used in modern times, for example in architecture and design to control light and create effects.

4. To capture the students' attention, the teacher could share the following interesting facts:

   • Fact 1: "Did you know that during a solar eclipse, the shadows of leaves often display a crescent shape? This happens because the leaves act like tiny pinhole cameras, reflecting the shape of the sun!"
   • Fact 2: "In the world of art, shadows play a significant role. Artists use light and shadow to add depth and dimension to their work."

5. The teacher then transitions to the main topic by saying, "Today, we are going to explore the fascinating world of shadows. We will understand why they occur, how their length and direction are influenced by the position of the light source, and how these changes are related to the rotation of the Earth. So, let's dive in!"

Development (20 - 25 minutes)

1. Understanding Shadows (5 - 7 minutes)

   1. The teacher presents a flashlight and a small object, like a toy or a ball.
   2. They turn on the flashlight and display how the light, when intercepted by the object, creates dark region on the other side which is known as a shadow.
   3. They should then explain that a shadow is formed when an object blocks light and the light can't reach the other side of that object.
   4. The students can be made to understand that shadows are not random formations, but instead are systematically shaped by the position and shape of the blocking object and the direction and intensity of the light source.

2. Shadows - Length and Direction (7 - 10 minutes)

   1. Using the same flashlight and object, the teacher changes the angle and position of the flashlight.
   2. They then allow the students to observe how the length and direction of the shadow changes.
   3. Here, the teacher explains that the position and angle of the light source significantly influences the shadow's characteristics.
   4. To elaborate, they should clarify that when the light source is closer to the ground and angled, like during mornings and evenings, the shadow appears longer. Conversely, when the light source is directly overhead, like at noon, the shadow appears shorter.

3. Rotation of the Earth and Shadows (8 - 10 minutes)

   1. The teacher now connects the changes in the position and angle of the light source (in this case, the Sun) with the rotation of the Earth.
   2. They should explain that as the Earth rotates, the position of the Sun relative to any point on the Earth changes, causing the sunlight to hit objects at different angles throughout the day.
   3. They could use a spherical object and a stationary light source to demonstrate the Earth's rotation and how it affects the incidence of light at different points on the object.
   4. This activity should solidify the students' understanding that the changing position and angle of sunlight due to the Earth's rotation is the reason we observe variations in the length and direction of shadows throughout the day.

In this stage of the lesson, the teacher is encouraged to encourage students to make observations by themselves and lead their own learning as much as possible. Sometimes, even asking if any student has another hypothesis for why shadow length and direction change through the day can be insightful for the students to understand different possibilities and how scientific theories are formed.

The teacher can then conclude this part of the lesson by discussing that the understanding of shadows and Earth's rotation reveals the basis of how ancient civilizations designed sundials and how modern day scientists employ this understanding in many fields, including astronomy, engineering, architecture and design.

This stage of the lesson allows students to not only understand the theoretical aspects but also visually observe the phenomena. The teacher should always actively encourage questioning and independent analysis from the students.

Feedback (10 - 15 minutes)

1. Reinforce the Connection between Theory and Real World (5 - 7 minutes)

   1. The teacher revisits the problem situations presented at the beginning of the lesson. They ask the students to apply their new understanding of shadows and the Earth's rotation to solve these problems. For example, students should now be able to explain that one can tell time in the desert by observing the length and direction of their shadow because these change systematically with the rotation of the Earth.
   2. The teacher further reinforces the real-world applications of the lesson by discussing the role of shadows and light in various fields. They might discuss how architects need to consider the sun's path (and thus shadows) when designing buildings for optimal natural light. Or how photographers and visual artists use light and shadow to create depth and mood in their work.
   3. This stage should be interactive, with the teacher posing questions and students offering answers. The aim is not only to assess the students' understanding but also to highlight the relevance of what they've learned.

2. Student Reflection (5 - 7 minutes)

   1. The teacher then encourages the students to reflect on what they learned during the lesson. They might ask the students to journal or share their responses to the following questions:
      1. "What was the most important concept you learned today? Why?"
      2. "What questions do you still have about shadows, light, or the rotation of the Earth? How could you find answers to these questions?"
   2. The teacher should listen attentively to the students' responses, offering clarification or further explanation as necessary. They should also note any common misconceptions or areas of confusion to address in future lessons.

3. Summarize the Lesson (1 - 2 minutes)

   1. To wrap up the lesson, the teacher summarizes the key points learned, including how shadows are formed, how their length and direction are influenced by the position and angle of the light source, and how these changes are related to the rotation of the Earth.
   2. The teacher should make sure to emphasize again the real-world applications of these concepts, underscoring the practical value of the lesson.

In this final stage of the lesson, the teacher has the opportunity to assess the students' understanding of the topic, reinforce the connection between theory and practice, and promote critical thinking and reflection. This will help ensure that the students not only grasp the material but also appreciate its relevance and are motivated to learn more.

Conclusion (5 - 10 minutes)

1. Summary of Lesson (2 - 3 minutes)

   1. The teacher brings the lesson to close by summarizing the key points learned during the class.
   2. They remind the students that they learned about shadows, how they are formed, and the factors, such as light source position and angle, that influence their length and direction.
   3. The teacher then recaps the connection between the rotation of the Earth and the changing position and angle of the Sun, and how this results in the variation in shadows that we observe throughout the day.

2. Linking Theory, Practice, and Applications (1 - 2 minutes)

   1. The teacher emphasizes how the lesson linked theory (understanding of shadows and Earth's rotation) with practice (observation and analysis of shadows using a flashlight and object).
   2. They then revisit the real-world applications of these concepts, from ancient sundials to modern architecture and design.
   3. The teacher stresses that understanding the theory behind natural phenomena enables us to create practical solutions and tools in real life.

3. Additional Learning Resources (1 - 2 minutes)

   1. To further enhance the students' understanding, the teacher suggests some additional resources that the students can explore on their own.
   2. These resources could include videos on shadow formation, documentaries on the rotation of the Earth, or interactive online modules on light and shadows.
   3. The teacher might also recommend a list of books or articles that provide more in-depth information about the topics covered in the lesson.

4. Relevance of the Topic (1 - 2 minutes)

   1. Lastly, the teacher reiterates the importance of the day's topic in everyday life.
   2. They explain that understanding the behavior of light and shadows is not just academically interesting, but also practically important.
   3. The teacher could provide more examples of how this concept is used in everyday life, such as in predicting the sun's position for solar panels, in designing outdoor spaces for optimal sunlight, and even in understanding the phases of the moon.
   4. They emphasize that the knowledge gained in this lesson has a wide range of applications, underscoring the relevance and value of the learned material.

This final stage of the lesson serves to consolidate the learning experience, linking the theoretical understanding with practical applications, and highlighting the relevance of the topic. By suggesting additional resources, the teacher fosters an environment of self-directed learning, encouraging the students to explore and learn beyond the classroom.