Students experiment with shadows and light sources to understand the relationship between angle of illumination and shadow length.

Students will investigate shadows, using literature-based discussion as well as experiences with manipulating shadows.

Students demonstrate understanding of shadows. Students will read the book Bear Shadow by Frank Asch and build a 3-D model of the neighborhood where Bear lives. Thy will then use light to represent the sun and its motion across the sky.

Students observe stars in the night sky and develop the understanding that there are more stars in the sky than anyone can easily count, and that their placement in the sky and brightness is not uniform.

In this activity, students will cast a shadow on the sidewalk at different times of day and record the length of the shadow as well as the location of the sun.

In this lesson, students construct their own sundial and use it to investigate how a shadow is formed. They can also predict changes in shadow length and direction in relation to light source and motion.

In this activity, students generate measurement data by measuring various lengths using the appropriate tools (rulers, yard sticks). This lesson is designed for students who show mastery in measurement data (linear units) and displaying the data in a line plot using appropriate units. Additionally, the students are informally introduced to proportional reasoning when analyzing the relationship of heights of items to lengths of shadows. This lesson was developed by NCDPI as part of the Academically and/or Intellectually Gifted Instructional Resources Project. This lesson plan has been vetted at the state level for standards alignment, AIG focus, and content accuracy.

This is an activity about shadows and how the Sun's location affects the direction of a shadow. Learners will first identify what they already know about shadows and will be asked to share any questions they may have. Then students will be taken outside to observe and trace a classmates shadow. From this tracing, students will complete a worksheet by drawing their partner, his or her shadow, and the location of the Sun. Two to three hours later, this observation and tracing process will be repeated, allowing students to witness the movement of shadows as a result of the Earth's rotation. This activity requires a sunny day with plenty of outdoor space to trace the shadows of all students. This is Activity 4 of a larger resource entitled Eye on the Sky.

In this activity, students track the sun's path across the sky to determine north, south, east, and west.