You will learn
- Describe shadow changes in a day.
- Explain them using Sun height.
- Build a sundial.
- Tell approximate time from shadows.
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
Words to know
a clock that uses a shadow to show time
the stick that casts a sundial shadow
how high the Sun is in the sky
which way something points
1. Discover: The school sundial
In the school garden stands a sundial. Its pointed stick, the gnomon, casts a shadow on marked lines. “The shadow tells us it is 10 o’clock,” says Kobby. Later it points to another line. “The shadow moves with the Sun,” the teacher says.
Think: Why does the shadow move across the dial?
2. Understand: Day shadows
Idea 1: Length
When the Sun’s elevation is low, in the morning and evening, shadows are long. At noon the Sun is high and shadows are short.
Idea 2: Direction
A shadow points away from the Sun. In the morning it points west; in the evening, east. The direction changes through the day.
Idea 3: Sundials
A sundial uses a gnomon whose shadow falls on hour marks. People have used sundials for thousands of years.
3. Worked examples
Example 1 (I show you): Predict
Morning shadow.
- Sun low.
- Long.
- West.
Answer: Long and pointing west.
Example 2 (We do it together): Predict
Noon shadow.
- Sun high.
- Short.
- Almost under.
Answer: Short.
Example 3 (You try): Use
Sundial.
Show the steps and answer
- Gnomon.
- Shadow on marks.
- Time.
Answer: The shadow shows the time.
Did you know?
The oldest known sundial, from Egypt, is about 3,500 years old.
Why this matters
Shadow changes taught people to measure time.
4. Explore: Build a sundial
Build a simple paper-plate sundial and mark hours.
- Push a straw into a plate (adult).
- Place in sun.
- Mark the shadow each hour.
- Label the hours.
Think about it: what did you notice?
What did you notice? The shadow moved clockwise.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A ___ is a clock using a shadow.
- A ___ is the stick of a sundial.
- ___ is how high the Sun is.
- ___ is which way something points.
Guided practice
Question 1. When are shadows long?
Morning and evening.
Question 2. When short?
Noon.
Question 3. Which way at morning?
West.
Independent practice
Level 1: Start
- When are shadows long?
- When short?
- Which way at morning?
- What is a gnomon?
- What is a sundial?
Level 2: Grow
- Why short at noon?
- Why west in the morning?
- Why sundials?
Level 3: Stretch
- Build a sundial.
- Read the time.
- Explain the shadows.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Explain how a sundial works.
Show a sample answer
Use the Sun’s height.
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 change.
Fix: Away.
8. Lesson summary and revision card
- I can describe shadow changes in a day.
- I can explain them using Sun height.
- I can build a sundial.
- I can tell approximate time from shadows.
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 are long when the Sun is low.
- They are short at noon.
- They point away from the Sun.
- A sundial uses these changes.
11. Next lesson
Next lesson: Moon observations. 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.
- Describe how shadows change through the day. [3 marks]
- Explain why shadows change. [2 marks]
- Describe how a sundial works. [3 marks]
- Safety rule. [2 marks]
Total: 10 marks.
Marking guide and model answers
- Long morning [1]; short noon [1]; long evening [1]
- Sun height changes [1]; Earth rotates [1]
- Gnomon [1]; shadow [1]; hour marks [1]
- Any [1]; reason [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
- When are shadows long?
- When short?
- Which way at morning?
- What is a gnomon?
- What is a sundial?
- Why short at noon?
- Why west in the morning?
- Why sundials?
- Build a sundial.
- Read the time.
Homework
Make a mini sundial at home and test it for three hours.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. When are shadows long? | Morning and evening. | 1 |
| 2. When short? | Noon. | 1 |
| 3. Which way at morning? | West. | 1 |
| 4. What is a gnomon? | Dial stick. | 1 |
| 5. What is a sundial? | Shadow clock. | 1 |
| 6. Why short at noon? | Sun high. | 1 |
| 7. Why west in the morning? | Away from Sun. | 1 |
| 8. Why sundials? | Tell time. | 1 |
| 9. Build a sundial. | Model. | 1 |
| 10. Read the time. | Number. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Morning and evening.; 2 Noon.; 3 West.; 4 Dial stick.; 5 Shadow clock.. Level 2: 1 Sun high.; 2 Away from Sun.; 3 Tell time.. Level 3: 1 Model.; 2 Number.; 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 Describe shadow changes in a day | 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 Explain them using Sun height | 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 Build a sundial | 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 Tell approximate time from 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 |
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 the same all day.” They change.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Explain day shadows and sundials.
- 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 builds a sundial. You do not need to be an expert to help.
- Watch your shadow in the day.
- Ask “Why is it long now?”
- Do not stare 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: describe shadow changes in a day; explain them using Sun height; build a sundial; tell approximate time from shadows.
Prerequisite knowledge. Grade 3 Earth ideas: weather patterns, seasons and shadows.
Materials. Plate, straw, markers. 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. Gather plates.
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 a learner to stand in the sun and ask, “Which way is your shadow?”
Explanation (10 min). Teach day shadows.
Guided activity (10 min). Learners build.
Independent activity (10 min). Learners read.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Length? Direction? Time?
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 the same all day.” They change.
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 day shadows and sundials. 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 8, topic 7; Next Generation Science Standards, Earth’s place in the universe; Cambridge Primary Science Stage 4, Earth and space; IB Primary Years Programme, where we are in place and time. These sources informed the lesson.