You will learn
- Explain how shadows form.
- Name the three needs.
- Explain shadow shape.
- Draw a ray diagram for a shadow.
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 need a source, object and screen.
- Light travels straight.
- Shadows are the shape of the object.
- Darker shadows come from fully opaque objects.
Words to know
a dark area where light is blocked
a surface where a shadow falls
the dark outline of an object
the darkest part of a shadow
1. Discover: The hand puppet
Dzifa makes a rabbit shape with her hands in front of a torch. On the wall appears a rabbit-shaped dark patch. “The shadow has my hands’ shape,” she says. When she steps nearer to the torch, the rabbit gets big and blurry.
Think: Why does the shadow match the shape of her hands?
2. Understand: Shadows
Idea 1: How shadows form
A shadow forms where an opaque object blocks straight rays of light. You need a light source, an object and a screen.
Idea 2: Shape
Light travels straight past the edges of the object, so the dark shape matches the outline, or silhouette, of the object.
Idea 3: Dark and faint
The darkest part of a shadow is called the umbra. Translucent objects make fainter shadows, while transparent ones make almost none.
3. Worked examples
Example 1 (I show you): Need
Hand shadow.
- Source.
- Object.
- Screen.
Answer: Source, object and screen.
Example 2 (We do it together): Shape
Round ball.
- Round outline.
- Round shadow.
- Silhouette.
Answer: The shadow is round.
Example 3 (You try): Dark
Glass.
Show the steps and answer
- Light passes.
- Faint.
- Almost none.
Answer: Glass makes almost no shadow.
Did you know?
Shadow puppets have been used for over a thousand years to tell stories in Asia and Africa.
Why this matters
Understanding shadows helps explain day and night, eclipses and sundials.
4. Explore: Shadow shapes
Make shadows of five objects and compare them with outlines.
- Set up a torch and screen.
- Place each object in front.
- Draw the shadow.
- Compare with the object.
Think about it: what did you notice?
What did you notice? Each shadow matched its object.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A ___ is a dark area where light is blocked.
- A ___ is a surface where shadows fall.
- A ___ is the dark outline.
- The ___ is the darkest part.
Guided practice
Question 1. What is a shadow?
Dark area.
Question 2. What do shadows need?
Source, object, screen.
Question 3. What is a silhouette?
Outline.
Independent practice
Level 1: Start
- What is a shadow?
- What do shadows need?
- What is a silhouette?
- What is umbra?
- Why straight?
Level 2: Grow
- Why same shape?
- Why glass little shadow?
- Why a screen?
Level 3: Stretch
- Draw rays and shadow.
- Compare shadows.
- Explain shape.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Explain how a shadow forms.
Show a sample answer
Use rays.
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 missing light.
Fix: Light is straight.
8. Lesson summary and revision card
- I can explain how shadows form.
- I can name the three needs.
- I can explain shadow shape.
- I can draw a ray diagram for a shadow.
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 need a source, object and screen.
- Light travels straight.
- Shadows are the shape of the object.
- Darker shadows come from fully opaque objects.
11. Next lesson
Next lesson: Shadow changes. 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 three things make a shadow? [3 marks]
- Explain why shadows match shape. [3 marks]
- Draw a ray diagram of a shadow. [3 marks]
- Safety rule? [1 mark]
Total: 10 marks.
Marking guide and model answers
- Source [1]; object [1]; screen [1]
- Straight rays [1]; blocked [1]; outline [1]
- Source [1]; object [1]; shadow [1]
- Any [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 do shadows need?
- What is a silhouette?
- What is umbra?
- Why straight?
- Why same shape?
- Why glass little shadow?
- Why a screen?
- Draw rays and shadow.
- Compare shadows.
Homework
Make shadow puppets with a torch and share a story.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a shadow? | Dark area. | 1 |
| 2. What do shadows need? | Source, object, screen. | 1 |
| 3. What is a silhouette? | Outline. | 1 |
| 4. What is umbra? | Darkest part. | 1 |
| 5. Why straight? | Light is straight. | 1 |
| 6. Why same shape? | Straight rays. | 1 |
| 7. Why glass little shadow? | Light passes. | 1 |
| 8. Why a screen? | To see it. | 1 |
| 9. Draw rays and shadow. | Diagram. | 1 |
| 10. Compare shadows. | Table. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Dark area.; 2 Source, object, screen.; 3 Outline.; 4 Darkest part.; 5 Light is straight.. Level 2: 1 Straight rays.; 2 Light passes.; 3 To see it.. Level 3: 1 Diagram.; 2 Table.; 3 Sentence..
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 shadows form | 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 Name the three needs | 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 shadow shape | 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 Draw a ray diagram for 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 |
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 missing light.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Explain shadow formation and shape.
- 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 explores shadows. You do not need to be an expert to help.
- Make shadow stories.
- Ask “Where is the light?”
- Use safe torches.
- 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 shadows form; name the three needs; explain shadow shape; draw a ray diagram for a shadow.
Prerequisite knowledge. Grade 3 physical ideas: forces, materials, and how to measure and record in fair tests.
Materials. Torch, card, sticks. 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. Cut simple shapes.
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). Make a hand shadow and ask, “What do you see?”
Explanation (10 min). Teach shadows.
Guided activity (10 min). Learners experiment.
Independent activity (10 min). Learners draw.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Source? Object? Screen?
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 missing light.
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. Explain shadow formation and shape. 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 4 Unit 4, topic 8; Next Generation Science Standards, waves and their applications (light); Cambridge Primary Science Stage 4, physics: light and dark; IB Primary Years Programme, how the world works. These sources informed the lesson.