Can you catch your shadow?

Step 1 Students and teachers will create a KWL chart together using: www.Padlet.com.  Each section will need its own Padlet.  The K and W are the only Padlets that should be completed at this time.

The teacher should read “Bear’s Shadow” to students aloud (whole group).  After reading the book, students should engage in a guided discussion with the students by asking the following questions regarding shadows. The teacher may want to record the responses on chart paper to refer back to during discussions.

1. What do you know about shadows that makes this book funny?
2. Why did their shadow disappear when he hid behind the tree?
3. Why did the shadow disappear when he buried it?
4. What makes a sun shadow fall one direction at one time and another direction earlier or later in the day?
5. What other questions do you have about shadows?

Once the discussion is over, the teacher should refer to the KWL Padlet (K and W Padlets only) to update information that they may have learned about shadows as well as any other information that they would like to continue to learn about shadows.

Step 2 Students will watch an interest/introductory video regarding shadows.

https://www.youtube.com/watch?v=bI6k7rLFVfs

A new shadow friend on the ground causes Dawn to find out more about what makes shadows come and go! Shadow play becomes the game of the day when Dawn plays hide and seek with the sun! Our audience learns how to make an eagle and alligator as hand shadows. Our audience learns how to make an eagle and alligator as hand shadows.

The teacher should pose the following question after reviewing the video:

1. What do you think a shadow is?
2. Is it real or make believe?
3. Do all things have shadows?
4. How can you make a shadow?

After viewing the video, Padlet information should be updated.

Step 3- Begin early on a sunny day and plan to make measurements throughout the day.  Select a suitable spot and the teacher will use a compass to determine North, East, South, and West. 

• Place the cardboard on level ground such that the edges are aligned with the compass directions.
• Take the coffee filled with rocks and the yardstick in the middle and put it at the center of the southern edge of the cardboard.
• Mark the direction of magnetic north on the cardboard with a marker.
• Mark the line and tip of the shadow cast by the yardstick with a marker and record the time of the observation
• Ask students to predict where the shadow will fall after a certain time interval, such as 15 minutes or an hour.
• Each student or group of students can mark the place that they predict with a marker.  The class can check their markings against the actual position.

• Throughout the course of the day, periodically (every hour or half hour) record the movement of the shadow of the yardstick by marking the line in the tip of the shadow.
• Discuss shadow observations by posing the following questions:  How do shadow lengths change during the day?  Why do they change?  Is there a pattern?  Why is there a pattern?  Is the sun directly overhead at any time?  Why is the shortest shadow around noon?  Why does the shortest shadow point north?  Why doesn’t it point in the same direction as the magnetic compass?
• Complete the KWL Padlets as needed to include information learned during the observation.

Step 1 Students and teachers will create a KWL chart together using: www.Padlet.com.  Each section will need its own Padlet.  The K and W are the only Padlets that should be completed at this time.

The teacher should read “Bear’s Shadow” to students aloud (whole group).  After reading the book, students should engage in a guided discussion with the students by asking the following questions regarding shadows. The teacher may want to record the responses on chart paper to refer back to during discussions.

1. What do you know about shadows that makes this book funny?
2. Why did their shadow disappear when he hid behind the tree?
3. Why did the shadow disappear when he buried it?
4. What makes a sun shadow fall one direction at one time and another direction earlier or later in the day?
5. What other questions do you have about shadows?

Once the discussion is over, the teacher should refer to the KWL Padlet (K and W Padlets only) to update information that they may have learned about shadows as well as any other information that they would like to continue to learn about shadows.

Step 2 Students will watch an interest/introductory video regarding shadows.

https://www.youtube.com/watch?v=bI6k7rLFVfs

A new shadow friend on the ground causes Dawn to find out more about what makes shadows come and go! Shadow play becomes the game of the day when Dawn plays hide and seek with the sun! Our audience learns how to make an eagle and alligator as hand shadows. Our audience learns how to make an eagle and alligator as hand shadows.

The teacher should pose the following question after reviewing the video:

1. What do you think a shadow is?
2. Is it real or make believe?
3. Do all things have shadows?
4. How can you make a shadow?

After viewing the video, Padlet information should be updated.

Step 3- Begin early on a sunny day and plan to make measurements throughout the day.  Select a suitable spot and the teacher will use a compass to determine North, East, South, and West. 

• Place the cardboard on level ground such that the edges are aligned with the compass directions.
• Take the coffee filled with rocks and the yardstick in the middle and put it at the center of the southern edge of the cardboard.
• Mark the direction of magnetic north on the cardboard with a marker.
• Mark the line and tip of the shadow cast by the yardstick with a marker and record the time of the observation
• Ask students to predict where the shadow will fall after a certain time interval, such as 15 minutes or an hour.
• Each student or group of students can mark the place that they predict with a marker.  The class can check their markings against the actual position.

• Throughout the course of the day, periodically (every hour or half hour) record the movement of the shadow of the yardstick by marking the line in the tip of the shadow.
• Discuss shadow observations by posing the following questions:  How do shadow lengths change during the day?  Why do they change?  Is there a pattern?  Why is there a pattern?  Is the sun directly overhead at any time?  Why is the shortest shadow around noon?  Why does the shortest shadow point north?  Why doesn’t it point in the same direction as the magnetic compass?
• Complete the KWL Padlets as needed to include information learned during the observation.

Step 1 Students and teachers will create a KWL chart together using: www.Padlet.com.  Each section will need its own Padlet.  The K and W are the only Padlets that should be completed at this time.

The teacher should read “Bear’s Shadow” to students aloud (whole group).  After reading the book, students should engage in a guided discussion with the students by asking the following questions regarding shadows. The teacher may want to record the responses on chart paper to refer back to during discussions.

1. What do you know about shadows that makes this book funny?
2. Why did their shadow disappear when he hid behind the tree?
3. Why did the shadow disappear when he buried it?
4. What makes a sun shadow fall one direction at one time and another direction earlier or later in the day?
5. What other questions do you have about shadows?

Once the discussion is over, the teacher should refer to the KWL Padlet (K and W Padlets only) to update information that they may have learned about shadows as well as any other information that they would like to continue to learn about shadows.

Step 2 Students will watch an interest/introductory video regarding shadows.

https://www.youtube.com/watch?v=bI6k7rLFVfs

A new shadow friend on the ground causes Dawn to find out more about what makes shadows come and go! Shadow play becomes the game of the day when Dawn plays hide and seek with the sun! Our audience learns how to make an eagle and alligator as hand shadows. Our audience learns how to make an eagle and alligator as hand shadows.

The teacher should pose the following question after reviewing the video:

1. What do you think a shadow is?
2. Is it real or make believe?
3. Do all things have shadows?
4. How can you make a shadow?

After viewing the video, Padlet information should be updated.

Step 3- Begin early on a sunny day and plan to make measurements throughout the day.  Select a suitable spot and the teacher will use a compass to determine North, East, South, and West. 

• Place the cardboard on level ground such that the edges are aligned with the compass directions.
• Take the coffee filled with rocks and the yardstick in the middle and put it at the center of the southern edge of the cardboard.
• Mark the direction of magnetic north on the cardboard with a marker.
• Mark the line and tip of the shadow cast by the yardstick with a marker and record the time of the observation
• Ask students to predict where the shadow will fall after a certain time interval, such as 15 minutes or an hour.
• Each student or group of students can mark the place that they predict with a marker.  The class can check their markings against the actual position.

• Throughout the course of the day, periodically (every hour or half hour) record the movement of the shadow of the yardstick by marking the line in the tip of the shadow.
• Discuss shadow observations by posing the following questions:  How do shadow lengths change during the day?  Why do they change?  Is there a pattern?  Why is there a pattern?  Is the sun directly overhead at any time?  Why is the shortest shadow around noon?  Why does the shortest shadow point north?  Why doesn’t it point in the same direction as the magnetic compass?
• Complete the KWL Padlets as needed to include information learned during the observation.

Step 1 Students and teachers will create a KWL chart together using: www.Padlet.com.  Each section will need its own Padlet.  The K and W are the only Padlets that should be completed at this time.

The teacher should read “Bear’s Shadow” to students aloud (whole group).  After reading the book, students should engage in a guided discussion with the students by asking the following questions regarding shadows. The teacher may want to record the responses on chart paper to refer back to during discussions.

1. What do you know about shadows that makes this book funny?
2. Why did their shadow disappear when he hid behind the tree?
3. Why did the shadow disappear when he buried it?
4. What makes a sun shadow fall one direction at one time and another direction earlier or later in the day?
5. What other questions do you have about shadows?

Once the discussion is over, the teacher should refer to the KWL Padlet (K and W Padlets only) to update information that they may have learned about shadows as well as any other information that they would like to continue to learn about shadows.

Step 2 Students will watch an interest/introductory video regarding shadows.

https://www.youtube.com/watch?v=bI6k7rLFVfs

A new shadow friend on the ground causes Dawn to find out more about what makes shadows come and go! Shadow play becomes the game of the day when Dawn plays hide and seek with the sun! Our audience learns how to make an eagle and alligator as hand shadows. Our audience learns how to make an eagle and alligator as hand shadows.

The teacher should pose the following question after reviewing the video:

1. What do you think a shadow is?
2. Is it real or make believe?
3. Do all things have shadows?
4. How can you make a shadow?

After viewing the video, Padlet information should be updated.

Step 3- Begin early on a sunny day and plan to make measurements throughout the day.  Select a suitable spot and the teacher will use a compass to determine North, East, South, and West. 

• Place the cardboard on level ground such that the edges are aligned with the compass directions.
• Take the coffee filled with rocks and the yardstick in the middle and put it at the center of the southern edge of the cardboard.
• Mark the direction of magnetic north on the cardboard with a marker.
• Mark the line and tip of the shadow cast by the yardstick with a marker and record the time of the observation
• Ask students to predict where the shadow will fall after a certain time interval, such as 15 minutes or an hour.
• Each student or group of students can mark the place that they predict with a marker.  The class can check their markings against the actual position.

• Throughout the course of the day, periodically (every hour or half hour) record the movement of the shadow of the yardstick by marking the line in the tip of the shadow.
• Discuss shadow observations by posing the following questions:  How do shadow lengths change during the day?  Why do they change?  Is there a pattern?  Why is there a pattern?  Is the sun directly overhead at any time?  Why is the shortest shadow around noon?  Why does the shortest shadow point north?  Why doesn’t it point in the same direction as the magnetic compass?
• Complete the KWL Padlets as needed to include information learned during the observation.

Step 1 Students and teachers will create a KWL chart together using: www.Padlet.com.  Each section will need its own Padlet.  The K and W are the only Padlets that should be completed at this time.

The teacher should read “Bear’s Shadow” to students aloud (whole group).  After reading the book, students should engage in a guided discussion with the students by asking the following questions regarding shadows. The teacher may want to record the responses on chart paper to refer back to during discussions.

1. What do you know about shadows that makes this book funny?
2. Why did their shadow disappear when he hid behind the tree?
3. Why did the shadow disappear when he buried it?
4. What makes a sun shadow fall one direction at one time and another direction earlier or later in the day?
5. What other questions do you have about shadows?

Once the discussion is over, the teacher should refer to the KWL Padlet (K and W Padlets only) to update information that they may have learned about shadows as well as any other information that they would like to continue to learn about shadows.

Step 2 Students will watch an interest/introductory video regarding shadows.

https://www.youtube.com/watch?v=bI6k7rLFVfs

A new shadow friend on the ground causes Dawn to find out more about what makes shadows come and go! Shadow play becomes the game of the day when Dawn plays hide and seek with the sun! Our audience learns how to make an eagle and alligator as hand shadows. Our audience learns how to make an eagle and alligator as hand shadows.

The teacher should pose the following question after reviewing the video:

1. What do you think a shadow is?
2. Is it real or make believe?
3. Do all things have shadows?
4. How can you make a shadow?

After viewing the video, Padlet information should be updated.

Step 3- Begin early on a sunny day and plan to make measurements throughout the day.  Select a suitable spot and the teacher will use a compass to determine North, East, South, and West. 

• Place the cardboard on level ground such that the edges are aligned with the compass directions.
• Take the coffee filled with rocks and the yardstick in the middle and put it at the center of the southern edge of the cardboard.
• Mark the direction of magnetic north on the cardboard with a marker.
• Mark the line and tip of the shadow cast by the yardstick with a marker and record the time of the observation
• Ask students to predict where the shadow will fall after a certain time interval, such as 15 minutes or an hour.
• Each student or group of students can mark the place that they predict with a marker.  The class can check their markings against the actual position.

• Throughout the course of the day, periodically (every hour or half hour) record the movement of the shadow of the yardstick by marking the line in the tip of the shadow.
• Discuss shadow observations by posing the following questions:  How do shadow lengths change during the day?  Why do they change?  Is there a pattern?  Why is there a pattern?  Is the sun directly overhead at any time?  Why is the shortest shadow around noon?  Why does the shortest shadow point north?  Why doesn’t it point in the same direction as the magnetic compass?
• Complete the KWL Padlets as needed to include information learned during the observation.

Step 1 Students and teachers will create a KWL chart together using: www.Padlet.com.  Each section will need its own Padlet.  The K and W are the only Padlets that should be completed at this time.

The teacher should read “Bear’s Shadow” to students aloud (whole group).  After reading the book, students should engage in a guided discussion with the students by asking the following questions regarding shadows. The teacher may want to record the responses on chart paper to refer back to during discussions.

1. What do you know about shadows that makes this book funny?
2. Why did their shadow disappear when he hid behind the tree?
3. Why did the shadow disappear when he buried it?
4. What makes a sun shadow fall one direction at one time and another direction earlier or later in the day?
5. What other questions do you have about shadows?

Once the discussion is over, the teacher should refer to the KWL Padlet (K and W Padlets only) to update information that they may have learned about shadows as well as any other information that they would like to continue to learn about shadows.

Step 2 Students will watch an interest/introductory video regarding shadows.

https://www.youtube.com/watch?v=bI6k7rLFVfs

A new shadow friend on the ground causes Dawn to find out more about what makes shadows come and go! Shadow play becomes the game of the day when Dawn plays hide and seek with the sun! Our audience learns how to make an eagle and alligator as hand shadows. Our audience learns how to make an eagle and alligator as hand shadows.

The teacher should pose the following question after reviewing the video:

1. What do you think a shadow is?
2. Is it real or make believe?
3. Do all things have shadows?
4. How can you make a shadow?

After viewing the video, Padlet information should be updated.

Step 3- Begin early on a sunny day and plan to make measurements throughout the day.  Select a suitable spot and the teacher will use a compass to determine North, East, South, and West. 

• Place the cardboard on level ground such that the edges are aligned with the compass directions.
• Take the coffee filled with rocks and the yardstick in the middle and put it at the center of the southern edge of the cardboard.
• Mark the direction of magnetic north on the cardboard with a marker.
• Mark the line and tip of the shadow cast by the yardstick with a marker and record the time of the observation
• Ask students to predict where the shadow will fall after a certain time interval, such as 15 minutes or an hour.
• Each student or group of students can mark the place that they predict with a marker.  The class can check their markings against the actual position.

• Throughout the course of the day, periodically (every hour or half hour) record the movement of the shadow of the yardstick by marking the line in the tip of the shadow.
• Discuss shadow observations by posing the following questions:  How do shadow lengths change during the day?  Why do they change?  Is there a pattern?  Why is there a pattern?  Is the sun directly overhead at any time?  Why is the shortest shadow around noon?  Why does the shortest shadow point north?  Why doesn’t it point in the same direction as the magnetic compass?
• Complete the KWL Padlets as needed to include information learned during the observation.