Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 3 Time: 11:30-12:15 Date: 15/05/2018 Students’ Prior Knowledge:

Learning Area: Science - Brainstormed and investigated notions of ‘day’

and ‘night ‘

- Explored and modelled the shape, relative size

and position of the Earth, Moon and Sun in
Space.
Strand/Topic from the Australian Curriculum
Earth’s rotation on its axis causes regular changes,
including night and day (ACSSU048)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
YES YES
YES competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures None None
None
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 Identify and explain what a shadow is.
 Create and manipulate shadows utilising a torch and popsticks

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

 SEQTA
 eBoard - Particular students will need to be seated at
 Year 3 Google Classroom the front during explanation, and reiterated
 Google Doc screens before activity begins.
- Students with attention or time management
 Student exercise books
difficulties paired with more capable students.
 Pop sticks
 Torches

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

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Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:
Align these with the
Shadow Tag segment where they will be
introduced.
11:30 1. Students are firstly instructed to mat area, where the learning concept of
‘shadows’ is introduced. Teacher asks questions to stimulate prior knowledge
- What is a shadow?
- Where can you see shadows around the room?
2. Students are then instructed to line up quietly outside, where they are lead to
grassed area behind the classroom.
3. With students seated on grassed area, teacher introduces game of ‘Shadow
Tag’. Teacher explains that instead of traditionally tagging someone by touch,
they must jump into another student’s shadow calling ‘Tag!’ in order to nominate
a tagger. Teacher will ask two students to demonstrate activity by allowing the
‘tagging’ student to jump in the shadow of the second student, call out ‘tag!’ and
then transferring the role of tagger to the second student.
4. Teacher then discusses the boundaries of the playing area, being only the
grassed area up to the footpath. Finally, the teacher establishes rules of only
tagging by jumping into another student’s shadow, keeping within the
boundaries and calling out ‘Tag!’ when in someone’s shadow. It is crucial the
teacher keeps track of a single tagged person among the class to avoid
arguments and disruptions.
5. Activity runs for five minutes, ensuring the tagger role has been transferred
between different students. If the game is moving slowly, a second tagger can
be introduced. Once ten minutes has finished, students are instructed to line-up
beside footpath and then lead back to class for discussion.

*If the weather does not allow for the effective use of game (rain or What a wonderful world
thunderstorms), the video ‘What a Wonderful World- Bob Stromberg’ will be Shadows
viewed as motivational activity. https://www.youtube.com/
watch?v=bZYt_tM6pCE.
Lesson Steps (Lesson content, structure, strategies & Key Questions):

11:40 1. Students are instructed to be seated on mat area, with students at

provisional risk seated near front.

2. Teacher begins by reviewing activity, asking questions to class:

- How did we tag each other?
- What causes our shadows?
- Did you notice any other objects making shadows? What were they?

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3. Teacher then introduces next activity, switching off classroom lights and
pulling blinds closed.
“Now because we know that a shadow is caused when an object blocks light or
sunlight, we are going to create our own shadows in class using a torch and
popsticks.”

Teacher then models activity on whiteboard/eboard.

Firstly, the teacher shines a torch on the board at an upward angle, then uses a Torch angled upward
popstick or hand to cast a shadow. Popstick
“Now this is our light, or sunlight if we were outside. It shines on the board
because there is nothing in the way or blocking it. What could I do to cast a
shadow?” (Place a popstick or hand in front of light). Teacher then uses a
popstick to cast shadow.
Teacher then asks students “What is the popstick doing here?” (blocking the
light), what can I do to change the shadow? (move the popstick).

11:50 4. After activity has been explained, students are grouped in pairs and given a
torch, four popsticks and their whiteboards to draw what shadows they have
created. Focus of this activity is to experiment with making different shadows
using given objects.

5. After fifteen minutes of students experimenting with shadows, teacher places Students Science Journals
12:05 Session Three on eboard for students to individually complete in their science Link to Session Three work
journals. The worksheet requires two questions and a picture explaining the page
activity undertaken. https://docs.google.com/
Questions in Session Three. document/d/10qOtUyVA
1. What causes a shadow? C7dZ2v7qSUYqMHtezKET
2. Why do shadows change shape and size? jYLcwj6CX6mFcl8/edit

6. Once students have been given ten minutes to complete the session three
questions, students are instructed to leave materials/resources at their desk
and sit on mat for closing discussion.
12:20
Lesson Closure:(Review lesson objectives with students)
1. Teacher reviews session by asking reflective question:

- What is a shadow, and how are they made?

- Why do shadows change size and shape?
- What happened if you moved the light/torch?
- Where can shadows be found around us?

2. Teacher then finally summarises today’s content and experience.

Shadows are caused when an object blocks light or sunlight. They change
shape and size depending on what shape
12:25 Transition: (What needs to happen prior to the next lesson?)
One student in each pair is instructed to return torch and popsticks to front
resource desk. Science journals are to be brought to bookshelf by the second
partner. After all materials and books are returned, students are instructed to be
quietly seated on the mat ready for further instruction.

Assessment: (Were the lesson objectives met? How will these be judged?)
Formal Assessment- The Session Three worksheet will be marked by the
teacher once completed. Two student samples have been provided to
demonstrate high competence and low competence.
Informal Assessment- Observations and anecdotal records will used to assess

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students during the activity. More specifically, teachers observe and note
student levels of understanding in how they create shadows and manipulate
them.

Lesson Objectives
1. Identify and explain what a shadow is.
This objective will be formally measured using the Lesson Three worksheet,
where students must give detailed sentence answers to the two questions, and
provide a simple labelled diagram on what causes a shadow. Teachers should
aim to help fix mistakes or errors before assessing piece with rubric
Below is a simple rubric to follow when assessing objective one:

Did not use terms Used correct terms and

Jeremiah and/or did not explain sufficient detail
sufficiently
Used little or no Used correct
punctuation/ poor punctuation and
grammar use grammar

2. Create and manipulate shadows utilising a torch and popsticks

This objective will be assessed through observation and
conferencing/questioning of students. Firstly, as students work in partnerships,
the teacher must observe each creating a shadow by holding a popstick in light,
then manipulating either the popstick or torch to change the size or shape of the
shadow. Furthermore, teaches must be attentive to student discussions and
explanations. In order to accurately observe this, teacher must ask students a
variety of probing and open-ended questions. For example:
- Can you describe what is happening?
- How are you changing the size or shape of the shadow?
- Are there other ways to create shadows?
- What are examples of shadows that appear from sunlight?