You will learn
- Say what a shadow is.
- Say what is needed to make a shadow.
- Explain why shadows change length.
- Make shadows with a torch.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- A shadow forms when light is blocked.
- We need a light, an object and a surface.
- Shadows are long in the morning and evening and short at midday.
- We never look at the Sun to find shadows.
Words to know
a dark shape made when an object blocks light
to stop something from passing
not letting light through
the edge shape of something
1. Discover: The shadow game
On the playground, Seye and Amina play shadow tag. They step on each other’s shadows. In the morning the shadows are long. At midday they are short. “Why do shadows change?” asks Seye. “The Sun moves across the sky,” says the teacher.
Think: When are shadows longest?
2. Understand: How shadows form
Idea 1: What is a shadow?
A shadow is a dark shape made when an object blocks light. To make a shadow we need a light, an opaque object and a surface. A shadow has the outline of the object.
Idea 2: Changing shadows
When the Sun is low in the sky, shadows are long. When the Sun is high, shadows are short. A shadow moves when the light or the object moves. Shadows are on the side away from the light.
Idea 3: Making shadows
We can make shadows with a torch or lamp and a hand or toy. Move the torch closer to make the shadow bigger. We do not look at the Sun to check shadows.
3. Worked examples
Example 1 (I show you): Make a shadow
A torch and a toy.
- Shine the torch on the toy.
- Put a wall behind it.
- A shadow appears.
Answer: The toy blocks the light and makes a shadow.
Example 2 (We do it together): Long or short?
Morning and midday.
- In the morning the Sun is low: long.
- At midday the Sun is high: short.
- Shadows change.
Answer: Shadows are long in the morning and short at midday.
Example 3 (You try): Which side?
A tree and the Sun on the left.
Show the steps and answer
- The shadow is on the right.
- Away from the light.
- Opposite side.
Answer: The shadow falls away from the light.
Did you know?
People have used shadows to tell the time for thousands of years with a sundial.
Why this matters
Shadows show us how light travels and help us tell time.
4. Explore: Shadow puppets
Make shadows with a torch and your hands.
- An adult holds a torch.
- Make a shape with your hand in front.
- See the shadow on a wall.
- Move closer and further.
Think about it: what did you notice?
What did you notice? Closer to the light makes the shadow bigger.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- An object ___ light.
- A shadow is ___.
- Shadows are ___ in the morning.
- The shadow falls ___ from the light.
Guided practice
Question 1. What is a shadow?
A dark shape where light is blocked.
Question 2. What blocks light?
An opaque object.
Question 3. Are midday shadows short or long?
Short.
Independent practice
Level 1: Start
- What is a shadow?
- What blocks light?
- Are midday shadows short or long?
- Are morning shadows long or short?
- Can we make shadows with a torch?
Level 2: Grow
- What do we need for a shadow?
- Why do shadows change?
- Which side is the shadow on?
Level 3: Stretch
- Explain how to make a bigger shadow.
- Draw a shadow of a tree.
- Plan a shadow test.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Where do you see shadows near you?
Show a sample answer
Trees, buildings and people.
Another one. Tell a family member one thing from this lesson. Use the words you learned.
Show a sample answer
A clear sentence that uses at least one word from Words to know.
7. Common mistakes
Fix: A shadow is a place where light is blocked.
Fix: They change.
8. Lesson summary and revision card
- I can say what a shadow is.
- I can say what is needed to make a shadow.
- I can explain why shadows change length.
- I can make shadows with a torch.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- A shadow forms when light is blocked.
- We need a light, an object and a surface.
- Shadows are long in the morning and evening and short at midday.
- We never look at the Sun to find shadows.
11. Next lesson
Next lesson: What is sound. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is a shadow? [2 marks]
- What do we need to make a shadow? [3 marks]
- When are shadows longest? [1 mark]
- How can you make a bigger shadow? [2 marks]
- Why do shadows change during the day? [2 marks]
Total: 10 marks.
Marking guide and model answers
- A dark shape [1]; made when light is blocked [1]
- Light [1]; object [1]; surface [1]
- Morning and evening [1]
- Move closer to the light [1]; move the object [1]
- The Sun moves [1]; its height changes [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- What is a shadow?
- What blocks light?
- Are midday shadows short or long?
- Are morning shadows long or short?
- Can we make shadows with a torch?
- What do we need for a shadow?
- Why do shadows change?
- Which side is the shadow on?
- Explain how to make a bigger shadow.
- Draw a shadow of a tree.
Homework
Draw your shadow at two different times of day. Never look at the Sun. Compare them.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a shadow? | A dark shape where light is blocked. | 1 |
| 2. What blocks light? | An opaque object. | 1 |
| 3. Are midday shadows short or long? | Short. | 1 |
| 4. Are morning shadows long or short? | Long. | 1 |
| 5. Can we make shadows with a torch? | Yes. | 1 |
| 6. What do we need for a shadow? | Light, an object and a surface. | 1 |
| 7. Why do shadows change? | The Sun moves. | 1 |
| 8. Which side is the shadow on? | Away from the light. | 1 |
| 9. Explain how to make a bigger shadow. | Move the object closer to the light. | 1 |
| 10. Draw a shadow of a tree. | A tree and its shadow. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 A dark shape where light is blocked.; 2 An opaque object.; 3 Short.; 4 Long.; 5 Yes.. Level 2: 1 Light, an object and a surface.; 2 The Sun moves.; 3 Away from the light.. Level 3: 1 Move the object closer to the light.; 2 A tree and its shadow.; 3 Measure shadow length at times..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Say what a shadow is | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Say what is needed to make a shadow | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Explain why shadows change length | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Make shadows with a torch | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “Shadows are things.” A shadow is a place where light is blocked.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use a torch and a toy. Make a shadow.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns how shadows form and why they change. You do not need to be an expert to help.
- Make shadow puppets together.
- Ask, “Why is my shadow long?”
- Never look at the Sun.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: say what a shadow is; say what is needed to make a shadow; explain why shadows change length; make shadows with a torch.
Prerequisite knowledge. None. Learners should be able to look, listen and talk about what they notice.
Materials. A torch, toys, a white wall or paper, chalk and a ruler. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Darken the room. Check torches. Prepare toys and a wall for shadows.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Ask, “Have you seen your shadow?”
Explanation (10 min). Teach how shadows form.
Guided activity (10 min). Learners make shadows with torches.
Independent activity (10 min). Learners record shadow length in the day.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What blocks the light? Where is the shadow?
Teacher explanation notes. Start with real objects and safe, hands-on observation. Then talk about what was seen, then draw and write. Always say “how do you know?”. Keep to the safety notes, and use local, safe materials.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and pictures, short sentences and a partner. Let learners point, show or draw instead of writing. Extension. Ask learners to find a new example at home and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “Shadows are things.” A shadow is a place where light is blocked.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Use a torch and a toy. Make a shadow. Enrichment. Look for one new example near your home or school, draw it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Next Generation Science Standards, Cambridge Primary Science and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Science curriculum, Grade 1 Unit 8, topic 5; Next Generation Science Standards, waves: light and sound; Cambridge Primary Science Stage 1, light and sound; IB Primary Years Programme, how the world works. These sources informed the lesson.