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 * Names**

Crystal Soto Sandra Stanton Tiffane Jones Carol Sinanis

the aim of this science lesson to teach students about 'shadows', how they are formed, what makes them form, and how playing with shadow characters can be fun, therefore emphasizing language related to science concepts.]
 * Aim:**


 * Standards:**


 * **New York State** – 3.1g Some properties of an object are dependent on the present surroundings in which the object exists. Lighting - shadows, color
 * **New York City** – S1b demonstrate understanding of position and motion of objects
 * **National** – [insert text here]

My Shadow and Me Shadows
 * Primary Resources:**

information to plan for and engage in activities. each group will participate in similar activities. each individual child will design and make shadow puppets( hard paper, popsicle sticks,glue, scissors) the designs suggested will that of animals, hands, shapes. the children will cut out pictures and glue them to the sticks to make puppets. will have a 'shadow' stage set up and lamp ready. the children can start to act out as in a show about the character their design and along with their group peers. one child from each group would measure shadows discovering which are tallest and shortest, making shadow heights comparisons. upon return to their tables, we would briefly discuss their predictions and the children will copy the vocabulary words and wait for further instructions.(20 min.) (defining vocabulary words will be a part of each home-work assignment) teacher will use the designed puppet crafts for bulletin board data with the standard attached.
 * Uploaded Lesson Plan:**
 * Subject**: Science.....**Date**:12/10/2010.......**Grade** 1st. **Prepared**: TV and DVD-video, materials for puppet making, drawing, and necessary materials for immediate 10 minute mini-lesson.**Duration of activity**: 45 minutes.
 * Aim**: this lesson is being taught for students to be critical thinkers in reading, explore environments while integrating sensory
 * Skill:** discover shadows
 * Learning Objective**: students will learn about shadows
 * Materials**: pencil and crayons, resource-sunny day, overhead projector, paper, lamp, chalkboard and chalk, scissors and glue
 * Vocabulary:** shadow, light, change shape, position, puppet, blocks.
 * Motivation**: begin a discussion by asking children what think/know about shadows(these points will be listed on the KWL chart). After a brief interaction, show entertaining video on shadows in song. children will be made aware that shadows have to have light to happen, and they do not exist without it. (15min.)
 * Lesson:** prepare students in appropriate groupings of five students in four settings.


 * Lesson Plan Summary:** the lesson will be will be carried out into four parts. the first two in science period, the third in the reading period under the 'sequencing' skill and the fourth as a follow-up in the science period in the month of June. the first lesson introduces the concept of shadows where we will watch an entertaining video and the children will experiment with shadow making using puppet objects. the second lesson there will view a video, but this will be an instructional video where there will follow the directions and build on the shadow making concept. the third lesson will be a literacy lesson, connecting shadows into a reading lesson that involves reading response, guided reading and independent reading into a full language lesson using listening, reading, speaking and writing skills.. the book read will be "Bear Shadow' written by Frank Ashe. in this lesson we will discuss the order in which things happened in the book and at home- homework assignment- feed back. the three homework assignments will involve parents and children walking when sunlight is available describing the shadows that they find, for example, on a sunny day they will observe the shadows made by poles, people, buildings- with buildings, will they discover the difference in temperature in the shade and that that shade is a shadow. . the teacher would be logging her assessments-running record, and conferencing during independent reading.we will introduce the 'Eclipse' and "three-D" concepts as well, but as a project when the children make their own inquiries and discuss in class much later in the school year.By this time teacher would have secured a video that demonstrates how a eclipse happens and what role does Mars play regarding shadows, and 3-D.
 * Assessment**: KWL chart will be updated by each individual lesson activity. teacher's running record will be an assessment. evaluation for each individual child will be noted in their reading response books during conferencing.
 * Evaluation:** teacher will evaluate her/his performance and goals met.

--Lesson Plan Template Source:


 * ERIC article summaries and APA Citation:**

> **Article Summary:** This article has simple and basic information.the lesson plan on 'shadows' would incorporate material, method, and literacy frameworks. it gives specific tools necessary for hands on and fun experience, method in the step by step way to follow, and allows for full language( speaking, listening, writing, and drawing), and also students with different levels of proficiency and cultural class are all inclusive, because it is very demonstrative. > **Article Summary:** This article was based on shadowing being a method where the use of one's shadow provides a feedback visually. Shadow activities are used to develop motor skills and spatial awareness. Children stand between a wall and light source and interact with shadows they create. The light source is from sunlight or projectors indoors. The first group had 10 minutes of shadowing tasks and 30 minutes of other perceptual motor activities. The second group did the same except the shadowing tasks, and the control group had no motor activities. Shadowing group scored higher than others in fine, gross, and visual motor skills. > **Article Summary:** Due to children's comfortability with light because they can see their surroundings, this activity includes a light source. Children in Pre-K to 1 grade play with prisms and shadow play indoors and outdoors. > **Article Summary:** The use of creative models to display the basic concepts of shadows, scale, and a perception to more deeply understand eclipses. The model includes space perspective on cast shadows, Earth's view of solar eclipses, and the Moon's orbital plane around the Earth. ** [no Full Text] **
 * 1) **APA Citation:** Gilmour,, M. (1988). //Son, moon and shadows//. Northwest territories: Department of Education ED 353 153 . (did not identify a report#) retrieve date 11/05/10.
 * 1) **APA Citation:** Crawford, C. M. (1995). Shadowing: an innovative perceptual-motor experience for young children. (ED 392 525 )
 * 1) **APA Citation:**McIntyre, M. (1978). Light and shadow. (EJ 179 923 )
 * 1) **APA Citation:** Guy, M., & Young, T. (2010). Creating eclipses: using scale models to explore how eclipses happen.//47// (EJ886075)


 * Lesson Plans:**

> **Lesson Plan Summary:** This lesson is a four part lesson in which children will observe the night and day sky to investigate shadows.. The objective is to look and identify changes in the sky and look for patterns within the changes. Children are to observe properties of the sky and describe them. This lesson is prepared for K-2 grade students. The book used for this lesson is Bear Shadow by Frank Asch, which is best coupled for this shadow activity. Students will construct models to show their understanding of shadows. This activity is should be done in different seasons to use as comparisons. > > **Lesson Plan Summary:** This lesson is related to the first shadow lesson, Sky 2: Shadows.The aim is for students to make inferences about their own shadows they make in the sun. Students will identify the properties of shadow as heat and brightness of light. While observing shadows, should observe what changes take place. Encourage students to question where things come from and where they go. This activity can sharpen the observation and communication skills of students. This lesson can be coupled with mathematics and the reference book is"Benchmark for Science Literacy, p. 272 > > **Lesson Plan Summary:** This lesson plan has five sessions. The objective of the lesson is for children to use prior knowledge and develop skills in written and oral expressions as they make connections with their readings and observations. One of the activities would be to take the children on a Shadow Walk. The students should make observations on shadow shapes and other characteristics of shadows. The book coupled with this lesson is called "What Makes A Shadow?" by Clyde Robert Bulla. > > **Lesson Plan Summary:** [This lesson plan is for grades level 1-3. This lesson has a component of a group activity. The lesson named "What Makes Shadows?, encourages students to observe and draw the shadows of their classmates. Students should be able to identify the connection between the direction of the shadow and the location of the sun. The goal is to develop an elementary understanding of the Earth's motion. We will create a Shadow's KWL, "Know, Want to Learn and Have Learned." > > **Lesson Plan Summary:** This lesson is a end of the year group activity, prior to the lesson on the eclipse and three dimension. This would prepare for the eclipse lesson which takes shadows a step further and the three dimension which is technology's new wave. Students would compare light and shadowing with a photograph of the surface of Mars. Students will explain and describe the three dimensional shapes of object. Students must be assisted by the help of an adults.
 * 1) **Lesson Plan Link:** Sky 2: Shadows
 * 1) **Lesson Plan Link:** Cooler in the Shadows
 * 1) **Lesson Plan Link:** Casting Shadows Across Literacy and Science
 * 1) **Lesson Plan Link:** What Makes Shadows? Observing and Drawing Shadows.
 * 1) **Lesson Plan Link:** Sun, Shadows, and Surface Structure... and the Face on Mars.

**Assessment Questions**


 * **In lesson plan for Shadows ex. Why did Bear's shadow disappear when he hid behind the tree? Revisit discussion questions ex. What other questions do you have about shadows?] When only can shadows appear?**
 * 2008 Spring 245 kb test( regent question)**
 * 12 A shadow is most likely to occur when the sky
 * **A is clear and sunny**
 * B is partly sunny
 * **C has thick, dark clouds**
 * D has white, puffy clouds **
 * D has white, puffy clouds **

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