Inquiry: Shadows
1st grade: Science
Suchman Inquiry Model
Why do shadows move throughout the day?
Estimated Time: 1 hr 10 min
Blueprints:
· Recognize that shadows change length and position during the course of a day
Objectives:
· TSWBAT ask questions that lead to an explanation of why shadows change positions throughout the day.
· TSWBAT create hypotheses to the question by working in groups.
· TSWBAT identify why shadows move throughout day.
Materials:
· NASA resources
· Blocks
· Flashlight
· Whistle
· Worksheet
· Shadow pictures
Set/Focus: (20 min)
· ABK: Ask students what a shadow is?
· RRL/IAL: Explain to children that we are going outside for an experiment. Explain that they must listen to me. When I blow my whistle, they can start their activity. When I blow it again, they must stop and look at me. (Take children outside.) Have students find their shadows. Explain experiment one – you have 2 minutes to catch your shadow. Experiment two – you have two minutes to get away from your shadow. Upon returning to class show pictures of same object during different times of the day.
· LL: explain to students that their job is to figure out why shadows move throughout the day.
· Essential Question: How do you have an impact on shadows?
Instruction: (45 min)
Step 1:Select a Problem and Conduct Research
· Question: Why do shadows move throughout the day?
· Research acquired from two NASA sights concerning shadows, day, and night
o Ksnn.larc.nasa.gov/k2/s_nightDay.html
o www.nasa.gov/audience/forstudens/k-4/home/F_keeping_
Cool_With_Shadows.html
Step 2: Introduce the Process and Present the Problem
· For this activity, I need everyone’s help to figure out the answer to our shadow question. What we are going to do is you guys are going to ask me yes or no questions. What is a yes or no question? (give example – Am I wearing a pink shirt?) Then, I will write the information on the board you need. We have to have at least 10 clues on the board before we can get into groups to come up with an answer. If you think you figured it out hold your answer until we get into our groups. When we are in groups, your group will come up with an answer to a question. Then we will test our answer with more questions.
· Explain rules (post rules on board)
o You can only ask a question if I call on you
o You can only talk to other people when we are in a caucus.
§ Explain caucus – that is time when we stop asking questions and we work in groups to figure out a possible answer to our question
§ Have students repeat “caucus” twice (one in a silly voice)
o Questions must be yes or no questions
o If I say ‘yes” to your question, then you can ask another question, or you can pass and let someone else ask.
· Again ask question to the class. Have question written on the board.
Step 3: Gather Data
o Allow students to ask questions. If necessary, give guiding clues that do not give away answer (E.g. you help to make shadows)
Step 4: Develop a Theory and Verify
o Allow student to ask for caucus. If enough evidence is presented on the board, encourage the idea for a caucus.
o Have caucus groups already planned
o Have each group make up a theory (every person write down idea)
o Before groups reread the clues on the board
o Go around to each group and assist if necessary
Step 5: Explain the Theory and State the Rules Associated with it
o Explain that the Earth moves on its axis (use globe to demonstrate) As the Earth moves, it makes the sun look like it moves. Depending on how the earth is turned the shadow will be shorter or longer. (Use blocks to demonstrate how shadows move)
Step 6: Analyze the Process
o How hard was it to ask questions to figure out the answer?
o Did you like figuring out the answers that way?
o What were good questions that were asked?
Step 7: Evaluate
o Ask the students to come up with a few more problems we could figure using this process.
Closure: (10 min)
o Revisit essential question. How do you impact shadows? When we move shadows move. We block light to make shadows. The bigger we are the bigger the shadow.
o Ask students what they learned? Why do we need to know about shadows?
Assessment:
o Give out worksheet (TCAP form) – Take up to grade for understanding
o Take up group answers
o Tally who asks question during lesson
Name: ____________________________________ Date:
Read the questions carefully. Pick the best answer. Circle the letter to your answer.
1. Shadows are caused by:
a. The sun
b. The sun and ground
c. Something blocking the sun
d. People
2. Why do shadows move through the day?
a. Because people move
b. Because the sun moves
c. Because the Earth moves
d. Because the clouds move
3. Which of these can give off light to make a shadow?
a. A flashlight
b. A book
c. A dark room
d. A block