Jenna M.

Prier

5E NGSS Lesson Plan

*In this lesson I will only talk about shadows

Earth’s Place in the Universe

5-ESS1-2. Represent data in graphical displays to reveal patterns of daily changes in length and direction
of shadows, day and night, and the seasonal appearance of some stars in the night sky. [Clarification
Statement: Examples of patterns could include the position and motion of Earth with respect to the sun
and selected stars that are visible only in particular months.] [Assessment Boundary: Assessment does
not include causes of seasons.]

Science and Engineering Practices

Analyzing and Interpreting Data Analyzing data in 3–5 builds on K–2 experiences and progresses to
introducing quantitative approaches to collecting data and conducting multiple trials of qualitative
observations. When possible and feasible, digital tools should be used.

• Represent data in graphical displays (bar graphs, pictographs and/or pie charts) to reveal
patterns that indicate relationships. (5-ESS1-2)

Disciplinary Core Ideas

ESS1.B: Earth and the Solar System

• The orbits of Earth around the sun and of the moon around Earth, together with the rotation of
Earth about an axis between its North and South poles, cause observable patterns. These
include day and night; daily changes in the length and direction of shadows; and different
positions of the sun, moon, and stars at different times of the day, month, and year. (5-ESS1-2)

Crosscutting Concepts

Patterns

• Similarities and differences in patterns can be used to sort, classify, communicate and analyze
simple rates of change for natural phenomena. (5- ESS1-2)

Engage- I will show this short 1 minute and 43 second video with Bill Nye the Science Guy on
Shadows. https://www.youtube.com/watch?v=kubWiK4eRy8&t=12s
After the video I will ask the students what they learned from the video.
Explore- Shadow activity- students will be in groups of two. Students will be charting their
shadows, with chalk, outside every hour on the side walk with a partner. At the first
hour students will trace their shadow and trace the shoes of the person who shadow
will be traced every hour. At each hour the class will go outside, place their feet in the
same marked spots as the time before. They will then trace the new shadow with
chalk. At the last hour of the day they will also bring a note book out and copy the
marks into their note books.
Explain- At this point I will ask the students to pull out their journals. They will have to journal
about two questions. What is a shadow and how/why does it change? After they
 journal about it I will collect the journal writings and read through them and make sure
each student has a good understanding about what a shadow is and how/why it
changes throughout the day. During this part of the lesson I will be checking in with
students who struggled with the journal entry about shadows.
Elaborate- The students will be creating a shadow play. In small groups of 3-4 students they will
be creating a script about shadows. In each play students should address what a
shadow is and how/why it changes. One other thing students will have to address is
how does a shadow get bigger or smaller? Once the scripted is okayed by me the
students can get to work creating their characters and how they will perform their
play.
Evaluate- I will give the students each an exit ticket with two questions.
1. What is a shadow?
2. Describe how the shadow you traced with your partner changed each hour of
the day. Why did the shadow change?