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Science lesson plan · 5th grade (Year 6 in England) · 45 minutes

Shadow length and direction through the day

Space

CCSS NGSS.5-ESS1-2England: KS2 Y5 Earth and spaceEngland: KS2 Y3 Light

Objective and success criteria

Students will: Shadow length and direction through the day.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Day and night; The Sun's path across the sky in a day

Leads to: the next skill in this area.

Materials: Torch and ball for a Sun-Earth-Moon model, Space images, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 5 min

  • Quick retrieval from earlier learning (Day and night; The Sun's path across the sky in a day). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Why does the Sun seem to move across the sky? (The wind pushes it / It is falling / The Earth is rotating / The Sun orbits the Earth each day) → The Earth is rotatingPrompt: Think about watching trees from a moving train.
  2. The Sun rises at 06:30 and sets at 20:00. How many hours of daylight are there? Give your answer in hours as a decimal (e.g. 12.5). → 13.5 hPrompt: Count the whole hours first, then the extra minutes.
  3. What causes day and night? (the Moon blocking the Sun / clouds covering the sky / the Sun moving around the Earth / the Earth spinning on its axis) → the Earth spinning on its axisPrompt: Half the Earth faces the Sun at any time.

Hook · 5 min

  • Ask why we see the Moon change shape over a month.
  • Share the objective: Shadow length and direction through the day. Read the success criteria together.

I do: model it · 10 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: At midday in summer, shadows are shorter than at midday in winter. Why?
  • Step 1: A higher Sun casts shorter shadows.
  • Step 2: So the answer is: The Sun climbs higher in the sky in summer.
  • Answer: The Sun climbs higher in the sky in summer.
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 10 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. At midday in summer, shadows are shorter than at midday in winter. Why? (There is more light in winter. / The Sun is closer in summer. / The Sun climbs higher in the sky in summer. / Objects shrink in summer.) → The Sun climbs higher in the sky in summer.Prompt: Compare the Sun's highest point in each season.
  2. Why do shadows change length during the day? (Clouds stretch the shadows. / Objects grow during the day. / The Sun gets bigger at noon. / Earth spins, so the Sun's height in the sky changes.) → Earth spins, so the Sun's height in the sky changes.Prompt: When the light comes from low down, what happens to the shadow?

You do: independent practice · 10 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 7 questions are on the student sheet below, with answers in the key.

Exit ticket · 5 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Why do shadows change length during the day? (The Sun gets bigger at noon. / Earth spins, so the Sun's height in the sky changes. / Objects grow during the day. / Clouds stretch the shadows.) → Earth spins, so the Sun's height in the sky changes.Prompt: When the light comes from low down, what happens to the shadow?
  2. At midday in summer, shadows are shorter than at midday in winter. Why? (The Sun is closer in summer. / Objects shrink in summer. / There is more light in winter. / The Sun climbs higher in the sky in summer.) → The Sun climbs higher in the sky in summer.Prompt: Compare the Sun's highest point in each season.

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Day and night.
  • Use concrete materials: torch and ball for a sun-earth-moon model.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-5.

Free lesson plan from eurekami.com/lesson-plan-builder

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Shadow length and direction through the day

Name

Date

Score/ 7

  1. Question 1

    How much shorter was the shadow at 12:00 than at 08:00?

    Shadow length (cm)02040608010012014016015808:007510:004612:007814:0015516:00

    Answercm

  2. Question 2

    A class measured the shadow of a 1 m stick every two hours on a sunny day. When was the shadow longest?

    Shadow length (cm)02040608010012014016018020018408:007110:003912:007414:0017516:00
    • A. 08:00
    • B. 10:00
    • C. 12:00
    • D. 14:00
    • E. 16:00

  3. Question 3

    In the morning the Sun is in the east. Which way does a tree's shadow point?

    • A. it has no shadow
    • B. east
    • C. west
    • D. straight up

  4. Question 4

    At midday in summer, shadows are shorter than at midday in winter. Why?

    • A. The Sun is closer in summer.
    • B. Objects shrink in summer.
    • C. The Sun climbs higher in the sky in summer.
    • D. There is more light in winter.

  5. Question 5

    A class measured the shadow of a 1 m stick every two hours on a sunny day. When was the shadow shortest?

    Shadow length (cm)02040608010012014016014308:008310:004712:007914:0013516:00
    • A. 08:00
    • B. 10:00
    • C. 12:00
    • D. 14:00
    • E. 16:00

  6. Question 6

    People once used shadow sticks (sundials) to tell the time. Why did this work?

    • A. The shadow moves in a regular pattern as Earth turns.
    • B. The stick knew the time.
    • C. Shadows only appear on the hour.
    • D. The Sun stops every hour.

  7. Question 7

    Why do shadows change length during the day?

    • A. Clouds stretch the shadows.
    • B. Earth spins, so the Sun's height in the sky changes.
    • C. The Sun gets bigger at noon.
    • D. Objects grow during the day.

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Answer key: Shadow length and direction through the day

  1. 1. 112 cm

  2. 2. A. 08:00

  3. 3. C. west

  4. 4. C. The Sun climbs higher in the sky in summer.

  5. 5. C. 12:00

  6. 6. A. The shadow moves in a regular pattern as Earth turns.

  7. 7. B. Earth spins, so the Sun's height in the sky changes.