Unit 3F Light and shadows

Learning outcomes / Able outcomes

recognise that light can be blocked by objects and shadows are formed
recognise that when light from sources other than the Sun is blocked shadows are formed / explain how shadows are formed using correct scientific vocabulary
explore different ways of making shadows and explain what they find out (shadows activity sheets)
 identify egin drawings that the shape of the shadow is like the shape of the object and is different at different times of day
 explain that the light has been blocked by the object and this is what causes the shadow / using more complex shadow shapes explain how they made the shadows and what happened when they tried moving the shapes nearer or further away from the light source
explain using their understanding of light being blocked to form shadows
describe what happens to the shadow of the stick during the course of the day egit gets shorter and then longer again and predict egby drawing what the shadow will be like at an intermediate time
 make accurate measurements of the length of the shadows
with help, present results in a table and construct a bar chart / plan, predict and carry out their own investigations into shadow formation and how it changes through the day.
extend the idea by referring to different shadows throughout the year and compare shadows in the summer to those made in the winter
describe how the position of the Sun appears to change in relation to their classroom (or room at home) during the day / describe how they can prove that it is the earth that moves, not the Sun
generalise that when the Sun is behind an object the shadow is in front
state that the shadows change in a similar way each day and that shadows are shortest in the middle of the day / explain why shadows are in different positions throughout the day with details about the Sun's position

Unit 3F Light and shadows

Learning outcomes / Able outcomes
 recognise that the higher the Sun appears in the sky the shorter the shadow
recognise the apparent movement of the Sun is due to the movement of the Earth / record their ideas/findings in a booklet about the Sun's position at different times of the day
using their observations explain the earth's movement and why shadows change
describe how a sundial was used to tell the time and explain their limitations in our
climate / use their own sundial explaining how it works and where on the earth it would be most effective
predict that the opaque materials will form shadows
identify results that were unexpected egthe plastic bottle made a pale shadow, the nylon and greaseproof paper let some light through
make a generalisation egopaque materials form dark shadows because they do not let any light through, and even transparent materials can make a faint shadow because they block some light / plan, predict and carry out an investigation into materials that let light through ( children could use the challenge activity to incorporate their understanding of light and shadows
report findings and solution to the problem using the data they have collected
make generalisations about materials/shadows/light using appropriate scientific vocabulary