You will learn
- Explain how a shadow forms.
- Change shadow size.
- Describe the Sun’s effect on shadows.
- Record shadow lengths.
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
- Shadows form when light is blocked.
- Closer to the light, shadows get bigger.
- Shadows change length through the day.
- Shadows point away from the light.
Words to know
a dark shape made when light is blocked
to stop light passing
does not let light through
how long something is
1. Discover: The playground shadows
At 9 a.m. Kofi’s shadow stretches long across the playground. At noon it is short and under his feet. In the afternoon it grows long again, pointing the other way. “The Sun moved across the sky,” says his teacher.
Think: When was his shadow shortest?
2. Understand: Shadows
Idea 1: How shadows form
A shadow forms when an opaque object blocks light. The shadow is on the opposite side of the object from the light.
Idea 2: Size and distance
When an object is close to the light, the shadow is big. When it is farther, the shadow is smaller. Moving the light also changes the shadow.
Idea 3: The Sun and shadows
Shadows are long in the morning and evening and short at noon. They point away from the Sun.
3. Worked examples
Example 1 (I show you): Where?
Torch left of a toy.
- Light from left.
- Shadow on the right.
- Away from light.
Answer: The shadow is on the opposite side.
Example 2 (We do it together): Size
Closer torch.
- Bigger shadow.
- Move away: smaller.
- Distance matters.
Answer: Closer light gives a bigger shadow.
Example 3 (You try): Time
Noon.
Show the steps and answer
- Sun high.
- Shadow short.
- Under feet.
Answer: Noon shadows are shortest.
Did you know?
Sundials use the shadow of a pointer to tell time.
Why this matters
Understanding shadows helps us tell the time and plan shade.
4. Explore: Shadow play
Use a torch and toy to make shadows of different sizes.
- Place a toy in front of a screen.
- Shine a torch from far.
- Move the torch closer.
- Measure shadow lengths.
Think about it: what did you notice?
What did you notice? Closer light gave a bigger shadow.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A shadow forms when light is ___.
- Closer to the light, shadows are ___.
- At noon shadows are ___.
- Shadows point ___ from light.
Guided practice
Question 1. How is a shadow made?
Light is blocked.
Question 2. What blocks light?
An opaque object.
Question 3. When is the shadow shortest?
Noon.
Independent practice
Level 1: Start
- How is a shadow made?
- What blocks light?
- When is the shadow shortest?
- Which way does it point?
- Does distance change size?
Level 2: Grow
- Why long shadows in the morning?
- How to make a bigger shadow?
- Why do sundials work?
Level 3: Stretch
- Measure shadows through a day.
- Explain shadow size.
- Design a shadow puppet.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
When are your shadows longest?
Show a sample answer
Morning and evening.
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: They are absences of light.
Fix: They change.
8. Lesson summary and revision card
- I can explain how a shadow forms.
- I can change shadow size.
- I can describe the Sun’s effect on shadows.
- I can record shadow lengths.
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
- Shadows form when light is blocked.
- Closer to the light, shadows get bigger.
- Shadows change length through the day.
- Shadows point away from the light.
11. Next lesson
Next lesson: Transparent and opaque materials. 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.
- How is a shadow formed? [2 marks]
- When are shadows shortest? [1 mark]
- How to change size? [2 marks]
- Describe a test. [3 marks]
- Safety rule? [1 mark]
Total: 9 marks.
Marking guide and model answers
- Opaque object [1]; blocks light [1]
- Noon [1]
- Move closer/farther [1]; bigger/smaller [1]
- Torch [1]; toy [1]; measure [1]
- Never look at Sun [1]
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- How is a shadow made?
- What blocks light?
- When is the shadow shortest?
- Which way does it point?
- Does distance change size?
- Why long shadows in the morning?
- How to make a bigger shadow?
- Why do sundials work?
- Measure shadows through a day.
- Explain shadow size.
Homework
Measure your shadow at three times in a day. Draw it.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. How is a shadow made? | Light is blocked. | 1 |
| 2. What blocks light? | An opaque object. | 1 |
| 3. When is the shadow shortest? | Noon. | 1 |
| 4. Which way does it point? | Away from light. | 1 |
| 5. Does distance change size? | Yes. | 1 |
| 6. Why long shadows in the morning? | Sun is low. | 1 |
| 7. How to make a bigger shadow? | Move closer. | 1 |
| 8. Why do sundials work? | Shadow moves. | 1 |
| 9. Measure shadows through a day. | Table. | 1 |
| 10. Explain shadow size. | Distance. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Light is blocked.; 2 An opaque object.; 3 Noon.; 4 Away from light.; 5 Yes.. Level 2: 1 Sun is low.; 2 Move closer.; 3 Shadow moves.. Level 3: 1 Table.; 2 Distance.; 3 Puppet..
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 Explain how a shadow forms | 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 Change shadow size | 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 Describe the Sun’s effect on shadows | 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 Record shadow lengths | 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 objects.” They are absences of light.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Explain how shadows form and change.
- 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 investigates shadows. You do not need to be an expert to help.
- Make hand shadows together.
- Ask, “Why is it big?”
- Measure shadows outdoors.
- 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: explain how a shadow forms; change shadow size; describe the Sun’s effect on shadows; record shadow lengths.
Prerequisite knowledge. Grade 1 ideas: light and shadows, sounds around us and what makes sound.
Materials. Torches, toys, rulers, screens and chalk. 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. Set up a shadow screen. Mark a spot outside.
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). Show a hand shadow and ask, “How was it made?”
Explanation (10 min). Teach shadows.
Guided activity (10 min). Learners test.
Independent activity (10 min). Learners record.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Where is the light? Why is the shadow like that?
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 objects.” They are absences of light.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 9-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. Explain how shadows form and change. 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 2 Unit 9, topic 2; Next Generation Science Standards, waves and energy (1-PS4 light and sound foundations); Cambridge Primary Science Stage 2, light, sound and energy; IB Primary Years Programme, how the world works. These sources informed the lesson.