Task 2: Rich Task
Shadows
Rosalie Domaschenz, Sian Collett, & Christopher Wells.
Tutor: Veronica Steep, Tutorial: Thursday 3:30 PM.
Science and Technology Education, 7989, Semester 1, 2010.
Identify Teaching Context
This unit of work on shadows is aimed to be used within the primary school grades 4 and 5.
The aim of this lesson is to introduce the topic of shadows and to garner an understanding of what the students think they know about shadows. The teacher may then use this information to shape lessons over the remainder of the unit.
This topic will be introduced to the class by reading Colin and the Wrong Shadow, this book will stimulate the classes thinking on what shadows are and how they work. The ensuing discussion on whether the events are or are not realistic will also get the students thinking about what shadows are and why they exist. Following this the students will show their teacher what they think they know about shadows in the picture activity and the KWL chart. Children will need to be instructed to cover their work as it is a pre-test and that the teacher is getting them to do it to find out what they know to help with future learning/teaching.
Picture activity: Students will then return to their desks and draw a picture in their integrated inquiry books of how they think shadows work. This picture alongside the KWL activity will help the teacher diagnose what the student thinks they know about shadows and whether any alternative conceptions exist.
KWL chart: The teacher will model to the class how a KWL chart (a three columned chart that represents a) what the students know, b) what the students want to know, and c) what the students have learnt about a chosen topic) works on the board and get them to draw one up in their books. They will fill in the first two sections in this lesson: What I know about shadows and What I want to know about shadows. This tool assists the teacher to diagnose what the student thinks they know about shadows and whether any alternative conceptions exist as from reading their list the teacher can see their current understandings of what a shadow is and where it comes from. At the end of the unit the students fill in the final column: What I have learnt about shadows. From this the individual students and their teacher are able to see how much their understanding has grown throughout the unit of work.
Resources:
Colin and the Wrong Shadow by Leigh Hodgkinson (2009). This picture book tells the story of a cat who has his shadow stolen by a mouse. This book could be read to the class to help start up a discussion on what shadows are and whether or not the events within the book are realistic.
Shadow my Shadow by Bronwyn Tainui (2007). This child focused science book includes information about shadows, different games/activities that involve shadows and stories involving shadows. This book may be used by students who are interested in doing some extra activities with shadows in their free time or those who complete work early. It is a great idea to have a range of fiction/non-fiction materials in the classroom on the subject matter that students may peruse in their reading/free time.
Teaching Primary Science Constructively (3rd Ed.) by Keith Skamp (2007) is a text book which provides teachers with some information on light and shadows alongside information on common alternative conceptions that may exist within their students on these topics. This text also provides teachers with practical methods of targeting these alternative conceptions within the classroom.
Shadows Misconceptions Video (see below): This video displays a range of misconceptions children/adults may have surrounding shadows. This video may be useful to a teacher trying to find out what alternative conceptions may exist within their classroom. It also features a range of questiong techniques that may be useful to the teacher.
Shadows Misconceptions Video Resource
Identify Key Science and/or Technology Outcomes
ACT Curriculum Framework (Every Chance to Learn)
Identify Common Misconceptions
All students have preconceived ideas about shadows and generally they won’t be the scientifically held beliefs. These misconceptions are generally well ingrained in the child’s mind and resistant to change (Eshach, 2003). Without knowledge of light and how light functions children will no doubt have misconceptions of shadows. Common misconceptions children hold about shadows include: shadows are concrete objects, shadows come from within animate and inanimate objects and follow them, shadows are forced out of objects by light, shadows are reflections and these words may be used interchangeably, a shadow’s location depends on the position/direction of the object, the size of a shadow only depends on the size of the object, shadows exist at night/in the dark, multiple objects in the same path will cast separate shadows (Eshach, 2003; Johnson et al., 1990; Skamp, 2007 ).
Students may change their views via a process of conceptual change, either by assimilation (where old mental schemes are adjusted slightly to fit new information) or accommodation (new mental schemes are developed). In order for a student to form new ideas on a topic a student must move through a state of disequilibrium (cognitive imbalance) to a state of adaption (adjusting via accommodation or assimilation) (Krause et al., 2006). For the student to accept the scientifically held beliefs they must comprehend and find the new belief believable, and have been/made dissatisfied with their previously held belief (Eshach, 2003).
There are a number of teaching processes that are commonly used to attempt to achieve conceptual change in students. One of which is known as Predict-Observe-Explain (POE) where the class perform an experiment before which they predict what is going to happen (which allows the teacher to learn their alternative conceptions), they then observe what happens, and the teacher explains scientifically what happened and helps guide them to understand why their beliefs are insufficient (Dial et al., 2009). Another strategy teachers may use is QIGIMPD which stands for question (what is it you want to know), identify (alternative conceptions), gather and interpret (evidence/data), model (explanations/evidence, list all conceptions and pick the most plausible), predict (using accepted model), and reinforce learning by having the class demonstrate their learning (Skamp, 2007). Another model for teaching science which helps teachers identify and work to change students alternative conceptions is Primary Connections 5E’s: Engage, Explore, Explain, Elaborate, and Evaluate (Skamp, 2007).
Within this unit of work teachers will diagnose any alternate conceptions within the engage phase using a combination of a picture activity and a KWL chart. They may then use this knowledge to target any known alternative conceptions. In order to target these alternative conceptions teachers need to provide situations where children question their existing beliefs such as making them predict what is going to happen in a certain situation. The final stage of the KWL chart also assists the teacher's visualisation of how the child's perception has changed within the unit.
Picture References
Fagg, M. (2003). Armillary Sphere Sundial. Retrieved April 1, 2010, from here.
Inquiry Based Learning. (n.d.). Retrieved April 1, 2010, from here.
Kamen, T. (2009). Qualifications. Retrieved April 1, 2010, from here.
Wells, C. (2010). The Australian National Botanic Gardens, Armillary Sphere Sundial.
Word Walls. (n.d.) Retrieved April 1, 2010, from here.
*All videos and Learning Federation content hyper-linked to their original sources.
Create a 'Rich' Assessment Task That Engages Students in the Identified Concepts
Do Shadows Change Throughout the Day?
Students will, in groups, plan and set up an investigation of how shadows change in appearance and in position throughout the day.
1) Review previous lessons on shadows and discuss what students have learnt. Record student responses for future planning and assessment.
2) Show the class an already made sundial and demonstrate the shadow made, using a torch as an example sun. Brainstorm the things that affect the height, angle and position of the shadow and write student responses on a sheet of butcher’s paper to be displayed in the classroom for future reference.
3) Explain to the class that they are going to be working in groups to investigate the relationship between shadows, the sun and the time of day.
4) Give each student a copy of the ‘Sundial Marking Rubric’ (see below) and explain the marking criteria.
5) As a class choose an appropriate question for the investigation, for example ‘Do Shadow’s Change Throughout the Day?’
6) Discuss the importance of a fair test and which variables will be changed, measured or kept the same in this investigation.
7) Separate the class into groups and allocate roles – Speaker, Manager, Director, Worker.
8) In groups the student will discuss their investigation plan and what they think might happen.
9) Demonstrate how to make a sundial and ask managers to collect required equipment (See 'Sundial Construction Steps' below).
10) Walk between groups providing support as needed and collecting data for assessment as students construct their sundial.
11) Discuss the shadow recording procedure. Students will be required to mark the position and width of the shadow cast on the base of their sundial every hour throughout the duration of one day.
12) Once the experiment is complete ask the students to discuss their results.
- Did the position of the shadow change?
- Did the height of the shadow change?
- Did the width of the shadow change?
- Did the changes follow a pattern?
13) Demonstrate to the students how to record their results in a table.
14) Students individually record their group's results in a table in their Integrated Inquiry book.
15) Students decorate their sundials.
16) Display the finished sundials in the classroom.
Sundial Construction Steps
Sundial Marking Rubric
Collect a Set of Teaching and Learning Experiences To Support Rich Task Learning
Engage Activity: Fun with Shadows!
The aim of this lesson is to further engage students with the topic of shadows.
It is expected that the class will form a basic understanding of the following ideas:
a) Shadows are formed when an object blocks lights path.
b) Shadows are similar in shape to the objects causing them to form.
c) Shadows may be used for entertainment purposes.
Basic lesson structure:
The lesson will begin with the class playing a couple of shadow games: ‘Shadow Tips’ (tips using shadows) and ‘Guess the Shadow’ (students will guess from photographs of shadows what a variety of classroom items are e.g. globe). During the game of ‘Guess the Shadow’ the class will discuss how the shape of a shadow directly relates to the object that is blocking the light and causing it to form.
The class will then view the resource 'Helpmann Awards, Shadow Puppets, Raymond Crowe' (see below). The class will then discuss how shadows may be used for entertainment purposes. The teacher will then show the class how to make simple shadow puppets using cardboard, paddle pop sticks, and sticky tape/glue. The class will be given instructions to move into groups of 4 to create characters from chosen nursery rhymes which they will perform later in the unit. Some students will require templates for this activity so these will need to be provided by the teacher.
Extension activity: Class construction of a shadow puppet theatre. Materials required: 1/2 a large cardboard fruit crate, cardboard, polystyrene strips, white/greaseproof paper, knife/scissors, light source and sticky tape.
The class will finish up with one student from each group sharing what nursery rhyme their group is doing and how their puppets are going.
Engage Activity Resource: Helpmann Awards, Shadow Puppets, Raymond Crowe
Explore Activity: The Importance of the Light Source
The aim of this lesson is to provide students with hands-on experience of shadows and their relationship with the objects that cast them and their light source.
It is expected that the class will form a basic understanding of the following ideas:
a) Shadows are similar in shape to the objects causing them to form.
b) The distance of a light source from an object determines the size of the shadow.
c) Light always travels in a straight line.
Basic Lesson Structure:
The lesson would begin with the class discussing what they have learnt about shadows in previous lessons. The teacher would then direct the discussion to the relationship between shadows and the objects that cast them. The teacher would then ask the class about the importance of the light source and whether its position affects the appearance of the shadow cast.
The teacher would then demonstrate the Learning Federation resource ‘Light and Reflection: Light Rays: Shadow Animals’ (see below) on the interactive whiteboard. This resource requires students to combine simple shapes in order to cast a specific shadow. Students must also choose the distance from the light source that shapes are to be placed, in order to cast the correct sized shadow.
Once students have an understanding of how to do the activity the teacher would then instruct the class to pair off and work through the various levels of increasing difficulty.
When students have finished the activity the teacher would ask the class to sit on the floor. The teacher would then initiate a discussion about what they have learnt as a result of doing the ‘Shadow Animal’ activity.
Extension activity:
Investigation of the relationship between the height of a shadow cast by a glue stick, and the distance at which a light source, a torch, is placed. This activity is based upon one found in Primary Connections: Light Fantastic (2008).
Materials: 1 x Glue stick per pair, 1 x torch per pair, 1 x 30cm ruler per pair, 1 x Measurement Screen (with horizontal lines every 5mm from 0.5cm to 25 cm) per pair, blue tack.
The teacher demonstrates the shadow cast by a glue stick when using a torch on the wall. The class discusses what variables might affect the height of the shadow. The teacher then models how to use the ruler, the ‘Measurement Screen’, the glue stick and the torch and discusses the importance of a fair test.
Investigation steps:
- Blue tack the Measurement Screen to the wall in a darkened area of the classroom.
- Position the glue stick in the centre of the Measurement Screen.
- Place the ruler against the wall and position the torch at the 5cm mark.
- Record the height of the shadow on the Measurement Screen.
- Repeat the procedure placing the torch at the 10cm, 15cm, 20cm, 25cm and 30cm mark.
After undergoing the investigation the teacher then invites the students to discuss their results and what they have learnt as a result of the activity.
Explain Activity: Word Wall
The aim of this lesson is to assist students in developing scientific explanations for their existing understandings and experiences, in regards to the topic of shadows.
It is expected that the class will form a basic understanding of the following ideas:
a) The scientific vocabulary associated with the topic of shadows.
b) The definitions of the scientific vocabulary associated with shadows.
c) How to use the scientific vocabulary in a real life setting.
Basic Lesson Structure:
The lesson would begin with the class discussing what they have learnt about shadows in previous lessons. The teacher would record student responses on butcher’s paper in the form of a mind map. If required the teacher would provide additional prompting and ideas so as to ensure all important concepts are mentioned.
After completing the mind map the class would vote which words they consider to be of importance or of a scientific nature. These words would be written on coloured card and pinned onto a wall entitled ‘Word Wall’.
Throughout the duration of the unit the teacher and students would be free to add words to the word wall as required. The word wall will take the form of a learning resource, assisting in developing the student’s understanding of shadows and supporting them during writing activities.
Some of the words that could be included on the word wall about shadows include: shadow, sun, light, rays, illuminated, silhouette, outline, dark, shade, projection, distance, shape, sundial, casting, and reflection.
Extension activity:
As an extension activity students would be required to select 5 – 10 words from the word wall, and in their Integrated Inquiry books, write a definition for each. Once they have finished this activity, students would be asked to present their work to the class.
Elaborate Activity: Excursion to Australian National Botanic Gardens, Armillary Sphere Sundial
The aim of this lesson is to extend student understanding of shadows by introducing the sun as a light source and by investigating the effect its movements has on the appearance and position of shadows.
It is expected that the class will form a basic understanding of the following ideas:
a) Changes in shadows occur as a result of the position of the sun.
b) Shadows that block sunlight follow a pattern.
c) Sundials use shadows to calculate time.
Basic Lesson Structure:
This lesson would be conducted at the Australian National Botanic Gardens on the lawns adjacent to the Armillary Sphere Sundial. The class would be circled around the Armillary Sphere Sundial. The teacher would begin the lesson by asking the students questions about what they think the structure is and what they think it is used for.
The teacher would then explain that when the sun is a shadow’s light source changes occur in the appearance and position of the shadow over the duration of a day. These changes follow a pattern and are a result of the positioning of the sun. The sun’s apparent movement is due to the Earth’s orbit of the sun on its tilted axis.
The teacher would then explain that the pattern a shadow follows over the duration of a day can be used to calculate the time. This is done by using a sundial. The teacher would then tell the students a brief history of the sundial and explain that there are two main groups of sundial, these are; Altitude Dials and Azimuth Dials. The Armillary Sphere Sundial is defined as an Azimuth Dial.
The students would then, in groups, participate in a rotation of shadow and sundial related activities.
Activity 1 – Investigating the Armillary Sphere Sundial.
The activity coordinator, either the teacher or a parent helper, would demonstrate how to tell the time using Armillary Sphere Sundial. The students would then take turns reading the sundial and examining its various parts. Whilst waiting for their turn the rest of the group would be required to draw a labeled diagram of the Armillary Sphere Sundial in their Integrated Inquiry books.
Activity 2 – Paper Sundial
During this activity students would construct a simple sundial using a square of cardboard and a stick found in the gardens. Students would be required to take the sundial they make home and on the weekend mark the shadows position every hour for homework.
Activity 3 – Shadow Portraits
This activity would require students to trace their shadows onto the pavement and create a group portrait. Students will have to think about their positioning, pose and distance from the pavement in order to create a quality portrait. After tracing their shadows the students would add detail to the outlines including; faces, hair, clothing etc. After all the students have finished their portraits they will try and guess which portrait belongs to which student.
Elaborate Activity Resource: The Australian National Botanic Gardens, Armillary Sphere Sundial
Evaluate Activity: Review of Unit
The aim of this lesson is for students to represent their understanding of shadows and to reflect on their learning journey. This lesson also enables the teacher to collect evidence of the student’s achievements.
Basic Lesson Structure:
The lesson would begin with the class revisiting their KWL charts. The teacher would first, invite the class to discuss how they answered the question ‘what I know about shadows’, before undertaking the unit. The class would then discuss whether their understanding of shadows has changed as a result of this unit.
The teacher would then instruct the students to, at their desks, fill in the final section of their KWL chart, ‘what I have learnt about shadows’. As a result of this activity, the individual students and their teacher are able to see how much their understanding has grown throughout the unit of work.
After all the students have completed their KWL charts the teacher would then work through the Learning Federation resource ‘Light and Shadows’ (see below) on an interactive whiteboard with the class. This resource provides a great review of the Shadows unit of work, discussing the relationship between shadows and the sun as a light sources and the effect the positioning of the sun has on the appearance and position of a shadow.
After working through the resource ‘Light and Shadows’ with the class the teacher would then instruct the students to individually complete the Learning Federation resource ‘Light and Shadows Assessment’ (see below). This assessment task is designed to accompany the ‘Light and Shadows’ resource, testing the students’ understanding of shadows as they complete twelve multiple choice questions.
After the class completes the ‘Light and Shadows Assessment’ they would be required to print out a copy of their assessment report which documents their performance. The assessment report would be glued into the students’ integrated inquiry books and would be used as evidence of student learning.
Extension activity:
Visual representation of unit concepts.
As an extension activity students would be asked to create a visual representation of their understandings as a result of the unit by drawing a picture that incorporates everything they have learnt about shadows. Once the students have completed their drawings they would be asked to share them with the class and explain what they have depicted.
Commentary
Our rich task involves a major task in which students will make a sundial. The students will develop their skills and knowledge of the sun and shadows that will enable them to understand the final assessment. The students will complete a range of activities including: reading the book ‘Colin and the wrong shadow’, drawing a picture of how they think shadows work, talking in class about what they know and what they want to know about shadows, watch a video on shadow puppets, guessing about what shadows an object displays, creating a shadow puppet theatre, and learning federation activities.
One of the preferred ways of teaching science is to use a constructivist model, this model of teaching is where a teacher will look at what a students already knows about shadows, and then build on that knowledge (Skamp, 2007). This type of learning is referred to as ‘mental construction’ or ‘scaffolding’ (Skamp, 2007) (North Central Regional Educational Laboratory, n.d). As the teacher guides students through all the activities mentioned above, they will need to make sure the students can connect what they are learning to the outside world (Staff, 2008). This will ensure a sound understanding that means students will not be left with gaps in their knowledge (Krause et al., 2006; Skamp, 2007).
Students knowledge and learning is influenced by their surrounding environment, culture, and climate (NDT Resource Centre, n.d). Teachers need to be aware of each students individual circumstances and teach in way that will not hinder the student (Krause et al., 2006). Teachers must also correct any misconceptions that the students may have picked up about shadows through what they had previously learnt (Skamp, 2007). Students need to communicate and engage in class to better understand shadows and how they work. It is crucial that students communicate with both their teacher and their peers (NDT Resource Centre, n.d). This questioning will help identify any misconceptions and teach all students involved the same knowledge. Through questioning, students will gain a more critical understanding of how shadows work (Skamp, 2007) (NDT Resource Centre, n.d).
Through completing the activities, and being taught in the way described above; students will be able to understand the concept of shadows. The lessons have a structure that will guide students through information on shadows slowly and in a way that scaffolds onto their previous learning (North Central Regional Educational Laboratory, n.d). There will be lessons that will connect what they learn in a classroom to the outside world. The teaching style that is undertaken by the teacher is one that will help students to better understand the concept of shadows and how they link to everyday life (Skamp, 2007).
This model of teaching reflects a constructivist learning model, not all children are guaranteed to work to their maximum potential using this model. A teacher needs to know their individual students needs and teach in a way that is diverse and able to accommodate all learning styles in the class (North Central Regional Educational Laboratory, n.d). Through teaching in this method, the teacher will be undertaking their duty as an educator to teach students so that they can reach their full potential (Skamp, 2007) (North Central Regional Educational Laboratory, n.d).
References
DEEWR. (2008). Primary Connections: Light Fantastic, Stage 2: Energy and Change. Australian Academy of Science: A.C.T, Australia.
Dial, K., Riddley, K., Sampson, V., & Williams, K. (Oct 2009). Addressing Misconceptions. Science Teacher, Vol 76, Issue 7, pg 54-57. Retrieved from, UCan search.
Eshach, H. (Sept, 2003). Small-Group-Interview-Based Discussions about Diffused Shadow. Journal of Science Education & Technology, Vol. 12, Issue 3, pg 261-275. Retrieved from, UCan search.
Hanly, S. (2010). Make Your Own Sun Dial Science Project. Retrieved April 5, 2010, from here.
Johnson, V.G., Neale, D.C., & Smith, D. (1990). Implementing Conceptual Change Teaching in Primary Science. The Elementary School Journal, Vol. 91, no. 2, pg 108-131. Retrieved from, UCan search.
Krause, K., Bochner, S., & Duchesne, S. (2006) Educational Psychology For Learning and Teaching (2nd Ed.), South Melbourne, Vic: Thomson learning Australia.
NDT Resource Centre. (n.d). Constructivist Learning Theory. Retrieved May 10, 2010, from here.
North Central Regional Educational Laboratory (n.d). Constructivist Teaching and Learning Models. Retrieved May 10, 2010, from here.
Skamp, K. (2007). Teaching Primary Science Constructively (3rd Ed.). South Melbourne, Vic.: Thomson Learning Australia.
Staff, C.B. (2008). The constructivist teaching-learning approach--what is it?. Caribbean Business. Retrieved from, UCan search.