Objectives (5 - 7 minutes)

1. To understand the concept of shadows and how they are formed when light is blocked by an opaque object.
2. To explore and understand how the length of a shadow changes depending on the position of the light source and the object.
3. To investigate and comprehend how the direction of light source affects the direction in which the shadow is cast.

Secondary Objectives:

• To enhance students' observational skills as they analyze and interpret the changes in shadow lengths and directions.
• To foster collaboration and communication skills as students work in groups to conduct their experiments and present their findings.
• To stimulate critical thinking as students draw conclusions from their observations and make connections between the manipulated variables (light source and object) and the resulting changes in the shadow (length and direction).

Introduction (10 - 12 minutes)

1. The teacher begins the session by reminding the students of the basic concepts of light and darkness. The teacher might say, "Can anyone remind me of what happens when a light source is blocked by an object? What do we call the area where light cannot reach?" The teacher can use a flashlight and a small toy to demonstrate this, casting a shadow on a nearby wall. This will serve as a quick recap and will help to set the stage for the upcoming lesson.

2. To engage the students and pique their curiosity, the teacher can pose two problem situations:

   • "Imagine you're playing soccer in the evening and the sun is setting. How would the length and direction of your shadow change as the sun goes down?"
   • "Why do you think shadows are longer in the morning and evening compared to noon time?" The teacher encourages the students to share their initial thoughts and guesses, promoting a discussion that will lead to the introduction of the key concepts.

3. The teacher then contextualizes the importance of understanding shadows in real-world applications. For example, the teacher could explain that architects and designers often consider the path and length of shadows when planning the layout of a building or a park. The teacher could also mention how understanding shadows can help in orienting solar panels for maximum sunlight exposure.

4. To introduce the topic and grab the students' attention, the teacher can share two interesting facts or stories related to shadows:

   • Fact 1: "Did you know that during a solar eclipse, when the moon passes between the sun and the earth, it casts a shadow on the earth? This shadow is called the 'umbra' and it's the darkest part of the eclipse."
   • Fact 2: "In ancient times, people used to tell time by observing the sun's movement and the changing length of their shadow. This was the precursor to the modern-day sundial."

By the end of the introduction, students should be excited to explore shadows, and have a basic understanding of the concepts they will be learning about.

Development (20 - 25 minutes)

1. Activity 1: "Shadow Race"

   • The teacher divides the class into several groups and gives each group a small object, a flashlight, and a measuring tape.
   • The teacher places the flashlight on a stand and the object at a certain distance from the light source, making sure no one's shadow is blocking the light.
   • Each group's task is to move the object closer to the light source until the shadow of the object reaches a certain point marked by the teacher. The groups are encouraged to hypothesize about the length of the shadow before making each move.
   • Once the shadow reaches the marked point, the distance from the object to the light source is measured using the measuring tape. The group records this data.
   • The groups discuss their findings and compare their results with others. The teacher guides the discussion, helping students to make connections between their actions, the movement of the shadow, and the physical changes they made to the setup.

2. Activity 2: "Shadow Direction"

   • Using the same groups from the previous activity, the teacher sets up a new scenario. The flashlight is now at a different angle, and the object is a different shape.
   • The groups are asked to predict and then observe the direction of the shadow cast by the object with the altered light source. They note the direction of the shadow in their records, discussing their observations and making connections to the changes in the setup.
   • The teacher encourages students to think about their findings in relation to the real-world scenarios mentioned in the introduction. For example, "How might these changes in shadow direction be useful for architects when designing a building or a park?"

3. Activity 3: "Shadow Puppet Show"

   • For this activity, the teacher provides each group with a large cardboard cutout of an animal or object, a flashlight, and a blank wall.
   • The groups are instructed to create a shadow puppet show by manipulating the cardboard cutout in front of the flashlight to create different shadow shapes on the wall.
   • The teacher encourages creativity and collaboration during this activity, guiding the students to consider how changes in the cutout's position and distance from the light source can create different shadow effects.

By the end of the development stage, students should have a solid understanding of how the length and direction of shadows change based on the position of the light source and the object blocking the light. They should also have had the opportunity to apply this knowledge in a fun and engaging way, fostering a deeper and more lasting understanding of the topic.

Feedback (8 - 10 minutes)

1. The teacher begins the feedback stage by facilitating a group discussion. Each group is given a chance to present their findings and conclusions from the activities. The teacher encourages the students to explain their thought process, the changes they made to their setup, and how these changes affected the shadow. (3 - 4 minutes)

2. The teacher then connects the group discussions back to the theory. They explain how the students' observations and experiments align with the basic principles of physics, specifically the behavior of light. For example, the teacher could say, "When you moved the object closer to the light source, you noticed that the shadow got longer. This is because the light had to travel a greater distance to reach the object, so the object blocked more light, creating a longer shadow." The teacher reinforces the key concepts by referring back to the demonstrations and activities. (2 - 3 minutes)

3. After the group discussions, the teacher asks the students to take a moment to reflect on the lesson. They are asked to consider the following questions:

   • "What was the most important concept you learned today?"
   • "What questions do you still have about shadows and how they are formed?"
   • "How can you apply what you learned today to real-life situations?" The teacher provides time for the students to think and encourages them to share their thoughts with the class. (2 - 3 minutes)

4. To wrap up the feedback stage, the teacher addresses any remaining questions and summarizes the key points of the lesson. They also provide a brief overview of what the next lesson will cover, creating a smooth transition for future learning. (1 - 2 minutes)

By the end of the feedback stage, the students should have a clear understanding of the lesson's key concepts and how they relate to real-world applications. They should also feel confident in their ability to apply this knowledge in different contexts and should be excited to continue exploring the world of physics in future lessons.

Conclusion (5 - 7 minutes)

1. The teacher begins the conclusion stage by summarizing the main points of the lesson. They highlight the key concepts learned, such as the formation of shadows when light is blocked by an object, and how the length and direction of shadows change depending on the position of the light source and the object. (1 - 2 minutes)

2. The teacher then explains how the lesson connected theory, practice, and applications. They remind students of the theory discussed at the beginning of the lesson and how it was applied in the hands-on activities. They also reiterate the real-world applications of understanding shadows, as discussed during the introduction and throughout the lesson. This includes the practical uses in architecture, design, and even in everyday activities like telling time. (1 - 2 minutes)

3. To deepen the students' understanding and further their exploration of the topic, the teacher suggests additional materials and resources. These may include:

   • Books: "The Darkest Dark" by Chris Hadfield, "Shadow: The Curious Life of a Menagerie" by Piotr Socha and Wojciech Grajkowski.
   • Online Resources: Educational videos on light and shadow, interactive games and simulations on light behavior.
   • DIY Shadow Experiments: Simple at-home experiments that allow students to further investigate the behavior of light and shadows.
   • Educational Apps: Physics-based apps that provide a fun and interactive way to continue learning about light and shadow. (1 - 2 minutes)

4. Lastly, the teacher explains the importance of understanding shadows for everyday life. They emphasize that our world is filled with instances where the behavior of light and shadow play a significant role, from the design of buildings and parks to the functioning of natural phenomena like solar eclipses. The teacher encourages students to observe their surroundings and think about how the principles they learned about shadows might be at work. (1 minute)

5. The teacher concludes the lesson by thanking the students for their active participation and curiosity. They remind the students that understanding the world around us is a continuous process of exploration and learning, and they look forward to continuing this journey with them in future lessons. (1 minute)

By the end of the conclusion stage, the students should have a comprehensive understanding of the lesson's content, its relevance to real-life situations, and the resources available to further their learning. They should feel confident in their ability to apply what they have learned about shadows and light in various contexts.