Early Science  /  Shadows  /  Week 2: Lesson 4  /  Activity

Shadow Play

 

Shadows
Digital Game

Children explore digital simulations of how shadows are made by light and an object that blocks the light.

Teacher holds up iPad, and points at screen showing a Shadow Play app game screenshot. Three students are gathered around a teacher, who is seated on the floor. The teacher holds an iPad showing a Shadow Play app game screenshot. One of the students points at the screen.

Introduce Shadow Play through shared play. How can we make a shadow of the wheel appear?

Let children participate in the problem solving.

 

Materials


  • Shadow Play app on iPads (1 device for Circle Time; 2–4 for Learning Centers and Guided Small Groups)
  • Projector (if available)

Preparation

  1. Familiarize yourself with the Shadow Play levels you will introduce.
  2. If, during parts of the game, you prefer to use the app without audio, use the iPad’s volume controls to mute all sounds.
 

Directions: Lesson 2


Circle Time: Introduction

This game is introduced across several Whole Group activities. You can use a projector or hold the iPad as you would a picture book for the group to see. Children will also explore the game independently at the Learning Center.

  1. In each level you introduce, listen to the app audio and ask selected children to follow the prompts. Engage the group in a conversation, using science and math talk prompts such as those below to continue experimenting.
  2. Level 1. Have several volunteers help you tap out the background from the fish in Level 1 of Shadow Play. Don’t forget to tap out the eye!
  3. On the next screen, have children tap the light OFF and ON. With the light ON, show how to drag the fish puppet along the wavy dotted line to see the shadow “swim” across the wall surface and back. Invite several children to try dragging the fish. What happens to the shadow when you switch the light OFF?
  4. Level 2. In Level 2 of Shadow Play, the wheel starts at the far left of the line, outside the range of the light. Have a child drag the wheel along the dotted line into the light until the shadow appears. Help children continue to explore the role of light in creating shadows. Possible discussion ideas:
    • Have a child turn off the lamp, and ask children to describe what happened.
    • Can you still see the wheel? Can you still see the wheel’s shadow?
    • Why did the shadow disappear?
    • What do you predict will happen when you turn the lamp back on? Why do you think that? Does anyone else have a different idea?
    • Let’s turn on the light and see. Was your prediction correct? Yes, the wheel is blocking the light now, so we can see its shadow.
    • What surface is the shadow on?
  1. Move the wheel all the way to the left. Possible discussion ideas:
    • Can you see the shadow of the wheel now? Why not?
    • How can we make the shadow appear again?
  1. Move the wheel slowly, dot by dot, to the right.
    • With each dot, ask, Can you see the shadow now? How about now—do you see a shadow?
    • When you have moved the wheel all the way to the right, ask, How can we make the shadow disappear again?
    • Let the class make suggestions. Then let a child demonstrate how to make the shadow disappear, either by turning off the app lamp or by moving the wheel all the way to the left, so that it is no longer in the light.
    • Ask the class how the shadow disappeared.
  2. Repeat with several children. Then ask the class, What do you need in order to make a shadow appear? (You need light to shine on an object, an object to block the light, and a surface like the floor to see the shadow on.)
Learning Center
  1. Invite children to explore the Shadow Play game in pairs or individually. Observe how children approach each level of the game, and use discussion ideas such as those used during earlier group explorations to engage children in science and math talk.
  2. Support children in thinking about cause and effect as they solve each level’s challenges, noting how shadows can be made to appear and disappear and change shape, position, and size.
  3. Encourage children to listen to and build on each other’s ideas.
 

Directions: Lesson 3


Learning Center
  1. Invite children to explore the Shadow Play game in pairs or individually. Observe how children approach each level of the game, and use discussion ideas such as those used during earlier group explorations to engage children in science and math talk.
  2. Support children in thinking about cause and effect as they solve each level’s challenges, noting how shadows can be made to appear and disappear and change shape, position, and size.
  3. Encourage children to listen to and build on each other’s ideas.
 

Directions: Lesson 4


Circle Time: Introduction
  1. Level 3. Engage children in a conversation as you explore Level 3 of Shadow Play together. Listen to the introductory audio. Pose questions and invite children to make predictions (and offer supporting reasons). Then test out those predictions and compare with the results.
  2. Encourage children to observe the objects and shadows and engage in discussion:
    • What do you see? (a lamp, a vase, a shadow)
    • What object is making the shadow?
    • Where does the shadow of the vase appear? Yes, it’s on the floor AND on the wall.
    • Show me with your hand what the shape of the shadow is like, starting on the floor and then going up the wall. How is the shape of the shadow similar to the shape of the vase? How is it different?
  1. Invite children to observe the light and engage in discussion:
    • What do you think would happen to the shadow if we turned off the light? Why do you think that?
    • Let’s try it and see. Turn off the lamp. What do you notice?
    • Why don’t we see a shadow? Turn the lamp back on.
    • Draw attention to the changes in the size of the shadow. Possible discussion ideas:
    • How do you think we can change the size of the shadow? Why do you think that?
    • Let’s try it and see. Move the vase a little closer to the lamp. Did the size of the shadow change? Did it get bigger or smaller?
    • How do you think the size of the shadow will change if we move the vase even closer to the lamp? Let’s try it and see. What happened? Was your prediction correct?
    • Move the vase closer to the light and explain, It’s blocking more of the light, so the shadow is getting bigger!
    • Does this remind you of any earlier experiments we did using our hands and a flashlight?
  2. Help children make generalizations.
    • Let’s choose a new object—the umbrella or the ball. What do you think will happen if we put it close to the light? If we move it farther from the light? Will the shadow be big or small? Let’s try it!
    • How can we make the shadow get really big? How can we make it get small again?
  3. Level 4. On the opening screen of Level 4, have four volunteers tap the shapes to create a duck-shaped stencil from a piece of paper.
    • On the second screen, ask children what they think will happen with they turn on the lamp. What part of the paper will the light shine through? What part of the paper will block the light and create a dark shadow?
    • Turn on the light to test the predictions. Have children touch the dark shadow cast by the paper.
  4. Level 5. Draw attention to the dinosaur stencil on the left.
    • Ask children what they think will happen when they pull the dinosaur stencil into the light. What part of the paper will block the light and create a dark shadow? Will the dinosaur shape be light or dark?
    • Slowly drag the dinosaur stencil into the light. Pause when the dinosaur’s teeth begin to show on the wall, and have children revisit their predictions.
    • Continue to drag the dinosaur stencil into the light. Watch Mousie’s reaction!
Learning Center
  1. Invite children to explore the Shadow Play game in pairs or individually. Observe how children approach each level of the game, and use discussion ideas such as those used during earlier group explorations to engage children in science and math talk.
  2. Support children in thinking about cause and effect as they solve each level’s challenges, noting how shadows can be made to appear and disappear and change shape, position, and size.
  3. Encourage children to listen to and build on each other’s ideas.
 

Directions: Lesson 5


Circle Time: Introduction
  1. Level 10. This level of Shadow Play explores how the size of a shadow changes. The shadow gets bigger when children move a light closer to an object and smaller when the light moves farther away from an object––in this case, a robot. Invite children to make predictions and then test their predictions.
    • Examine the screen with children.
    • Ask them to predict which object they will be able to move.
    • Have children recall the hands-on activities they did in Shadows Big and Small and Moving the Light. What happened to the shadow of the sticky note and the shadow of the hand when a flashlight was moved closer to and then farther away from the object?
    • What do you think will happen to the shadow of the robot when the lamp is moved closer to and then farther away from the robot?
  2. Test children’s predictions by letting volunteers move the lamp closer to and then farther away from the robot. What is the largest shadow they can make? How did they make the shadow big? What happens when they move the lamp as far away as they can?
Learning Center
  1. Invite children to explore the Shadow Play game in pairs or individually. Observe how children approach each level of the game, and use discussion ideas such as those used during earlier group explorations to engage children in science and math talk.
  2. Support children in thinking about cause and effect as they solve each level’s challenges, noting how shadows can be made to appear and disappear and change shape, position, and size.
  3. Encourage children to listen to and build on each other’s ideas.
 

Directions: Lesson 6


Learning Center
  1. Invite children to explore the Shadow Play game in pairs or individually. Observe how children approach each level of the game, and use discussion ideas such as those used during earlier group explorations to engage children in science and math talk.
  2. Support children in thinking about cause and effect as they solve each level’s challenges, noting how shadows can be made to appear and disappear and change shape, position, and size.
  3. Encourage children to listen to and build on each other’s ideas.
 

Directions: Lesson 7


Circle Time: Introduction
  1. Level 6. Open Level 6 of Shadow Play and invite children to talk about the pictures and join in predicting, observing, and problem solving.
    • What two objects can we use to make shadows on this screen? Which object is in front and which object is behind?
    • Do you see any shadows? What is making those shadows? How do you know? Let a volunteer wiggle the chair back and forth to confirm that the shadow on the left belongs to the chair. Let a second volunteer do the same to the wheel.
    • Move the wheel in front of the chair so that the shadows overlap and form one big, combined shadow on the wall. What do you notice about this shadow?
    • Let children take turns making other combined shadows where the chair shadow and the wheel shadow overlap.
    • Then ask a child to move the wheel so that the shadow is not seen at all. When the wheel has been moved all the way to the right, ask, Why can’t we see the wheel’s shadow?
    • Ask another child if he or she can move the chair so that its shadow cannot be seen at all. (It can’t be done. A part of the chair remains in the light.) Ask, How can you make the shadow of the chair disappear? (Turn off the lamp.)
  2. Level 7. Ask children to describe what they see in the scene.
    • What is making the shadow? Can we see Mousie’s shadow? Why not? What could we do to make Mousie’s shadow appear? Move the block, as the children suggest. When her shadow is fully visible, Mousie jumps with joy.
    • Invite a volunteer to slowly move the block so that only the shadow of Mousie’s ears can be seen. Ask another volunteer to move the block so that its shadow entirely disappears. Why can’t we see the shadow of the block now? Ask children what you can do to make all the shadows disappear.
  3. Level 8. This level of Shadow Play opens with a prediction screen. Read aloud the question at the top of the screen: Which object is making this shadow? Review the three picture choices with children. Encourage children to share and explain their choice. When the class has agreed upon an answer, tap on that object. When the correct answer (the wheel) is chosen, you will advance to the next activity, rotating the wheel to change the shape of the shadow.
  4. Use your finger to rotate the wheel. Ask children to look at the shadow and how it is changing.
    • Is the shadow getting wider or thinner?
    • Clap your hands when the shadow is as wide and round as it can be—a big wide circle.
    • Clap your hands when the shadow is as thin as it can be—just a line.
  5. If you wish, give each child a chance to rotate the wheel and watch the shadow change.
  6. Level 9. Examine the opening screen of Level 9 of Shadow Play with children. Ask them to name the shadows they see. Then ask them to name the objects in the scene that can be turned ON and OFF. Possible discussion ideas:
    • Is the lamp ON or OFF now? How do you know? What do you predict will happen if we turn the lamp OFF? Test out children’s predictions by having a volunteer click the lamp OFF.
    • Is the fan ON or OFF now? How do you know? What do you predict will happen if we turn the fan ON? Test out children’s predictions by having a volunteer click the fan ON.
Learning Center
  1. Invite children to explore the Shadow Play game in pairs or individually. Observe how children approach each level of the game, and use discussion ideas such as those used during earlier group explorations to engage children in science and math talk.
  2. Support children in thinking about cause and effect as they solve each level’s challenges, noting how shadows can be made to appear and disappear and change shape, position, and size.
  3. Encourage children to listen to and build on each other’s ideas.
Circle Time: Wrap-Up
  1. Levels 6–9: Open each level of Shadow Play and invite children to share what they learned while exploring the app. Have a few volunteers describe what they learned as they demonstrate using the device. Discussion ideas:
    • Level 6. What happens when you move the chair towards the wall? How does the shadow change? What happens when the wheel shadow moves over the chair shadow?
    • Level 7. Why can we not see Mousie’s shadow? How can you make Mousie’s shadow appear? Why is Mousie’s shadow moving?
    • Level 8. Can you describe how the shadow changes when you move the wheel? Can you make the shadow thin? Can you make the shadow really wide?
    • Level 9. What object is making the shadow on the wall? How is the shadow made? How can you make the shadow disappear?
 

Directions: Lesson 8


Guided Small Group
  1. Level 11. Open Level 11 of Shadow Play and watch Mousie bounce up and down on a trampoline. Discussion ideas:
    • Can we see Mousie’s shadow? Why not? How do you think we could make Mousie jump across the circle of light? You can make Mousie jump from one trampoline to the other by tapping on either trampoline.
    • What do you think will happen to Mousie’s shadow if we turn off the light? Why do you think so? Try it out! Then have children make her shadow visible again by turning the lamp back on.
  2. Level 12. Level 12 of Shadow Play explores the concept that when a light shines on an object, the shadow appears on the opposite/other side of the object.
  3. Listen as the audio poses the challenge. Ask individual children to point at the lamp and at the vase. Point to the two possible shadow positions as you discuss:
    • When we turn on the light, where do you think the shadow will appear?
    • How many children think that the shadow will appear on this side? Point to one shadow outline. Why do you think that?
    • How many children think that the shadow will appear on this side? Point to the other shadow outline. Why do you think that?
    • Let a volunteer tap the shadow position most children predicted. If the prediction is correct, the light will turn on.
  4. Demonstrate moving the light from right to left along the white dotted line. Where do you think the shadow will appear if we move the light all the way to the other side? Let children predict by pointing to the screen. To test the prediction, move the lamp all the way to the left. Discuss how the vase is blocking the light so that a dark area (the shadow) appears on the side away from the light. Move the lamp slowly, all the way from left to right, narrating the changes you see in the shadow and asking questions.
  5. Level 13. In Level 13, children will move the light so that Nico’s shadow moves. The goal is to position Nico’s shadow so that his shadow seems to be wearing the hat.
  6. Use one iPad to introduce Level 13 of Shadow Play. Hold the iPad so all children can see the screen. Listen to the audio introduction. Demonstrate how the light can be moved from left to right. Model “Think Aloud” talk about what you notice happening to the shadow. The light is shining on Nico in this direction (indicate the direction with your finger). Nico is blocking the light, so a shadow appears right here (point) on the side opposite the light. I want Nico’s shadow to look like it’s wearing the hat, so I’m going to move the light in this direction. Is Nico’s shadow moving closer to the hat?
  7. Give each child (or pair of children) an iPad and help them open Level 13 of Shadow Play. Circulate and watch as children explore the app. As appropriate, engage children in conversation to learn what they are thinking and provide support as needed. Discussion ideas:
    • Tell me what is happening.
    • Where do you want Nico’s shadow to appear?
    • How do you think you can make his shadow move there? (point)
    • Can you make Nico stand in front of his shadow? Can you make Nico’s shadow stand next to the hat? Under the hat?
  8. As a challenge, children can try to tap the position they think is the correct one, rather than dragging the light gradually.
Learning Center
  1. Invite children to explore the Shadow Play game in pairs or individually. Observe how children approach each level of the game, and use discussion ideas such as those used during earlier group explorations to engage children in science and math talk.
  2. Support children in thinking about cause and effect as they solve each level’s challenges, noting how shadows can be made to appear and disappear and change shape, position, and size.
  3. Encourage children to listen to and build on each other’s ideas.
 

Directions: Lesson 9


Guided Small Group
  1. Level 8. Revisit Level 8 and the concept of rotation. Review the three picture choices with children. Encourage children to share and explain their choice. When the class has agreed upon an answer, tap on that object. When the correct answer (the wheel) is chosen, you will advance to the next activity, rotating the wheel to change the shape of the shadow.
  2. Use your finger to rotate the wheel. Ask children to look at the shadow and how it is changing.
    • Is the shadow getting wider or thinner?
    • Clap your hands when the shadow is as wide and round as it can be—a big wide circle.
    • Clap your hands when the shadow is as thin as it can be—just a line.
  1. Ask a few volunteers to rotate the wheel and describe how the shadow is changing.
Learning Center
  1. Invite children to explore the Shadow Play game in pairs or individually. Observe how children approach each level of the game, and use discussion ideas such as those used during earlier group explorations to engage children in science and math talk.
  2. Support children in thinking about cause and effect as they solve each level’s challenges, noting how shadows can be made to appear and disappear and change shape, position, and size.
  3. Encourage children to listen to and build on each other’s ideas.
 

Directions: Lesson 10


Learning Center
  1. Invite children to explore the Shadow Play game in pairs or individually. Observe how children approach each level of the game, and use discussion ideas such as those used during earlier group explorations to engage children in science and math talk.
  2. Support children in thinking about cause and effect as they solve each level’s challenges, noting how shadows can be made to appear and disappear and change shape, position, and size.
  3. Encourage children to listen to and build on each other’s ideas.
 

Directions: Lesson 11


Guided Small Group
  1. Level 12 and 13. Revisit Levels 12 and 13 to review how shadows change. For detailed instructions and possible discussion ideas, see Lesson 8.
  2. Level 14. Open Level 14, listen to the narration, and examine the scene together. Discussion ideas:
    • How many lamps do you see? What do we need to do to make a shadow appear on the floor?
    • Which lamp do you want to turn on first? Point to where you predict the shadow will appear. Why do you think that? Let children turn the lamp ON and see if their prediction is correct.
    • Help children make connections to the hands-on activity Shadow Moves that they just completed. What happened when we shined two flashlights at the same object? (Two shadows appeared.) What do you predict will happen if we shine two lights at the robot? Let children turn the second lamp ON and see if their prediction is correct.
    • Point to the second lamp. If we turn this lamp OFF, which shadow do you predict will disappear? Why do you think that? Let children discuss and make a group decision. Turn the lamp OFF and see if their prediction is correct.
Circle Time: Wrap-Up
  1. Invite individuals or pairs of children to demonstrate one of the levels (12–14) on the iPad. Project the iPad for the whole class to see. As children explore the app, encourage them to describe how the shadow is changing.
  2. Support children in thinking about cause and effect as they work through each, noting how shadows can change position, shape, and size.
  3. Encourage children to listen to and build on each other’s ideas.

Length of Play

5–15 min.

Group Size
In the Schedule

 
Vocabulary

  • appear
  • behind
  • big, bigger
  • block (the light)
  • closer (to)
  • combined (shadow)
  • describe
  • disappear
  • farther (from)
  • in front
  • light
  • next to
  • observe
  • predict
  • shadow
  • small, smaller
  • surface
  • thin, thinner
  • under
  • wide, wider
 
Learning Goals

Science
  • Observe and describe how shadows cast on multiple surfaces (e.g., floor and wall) will look different than shadows cast on only one surface (e.g., just a wall).
  • Observe and describe combined shadows.
  • Observe and describe how a shadow changes when the blocker is moved closer to or farther from the light source (shadow becomes bigger if the blocker moves closer to the light and smaller if the light moves farther away from the blocker).
  • Observe and describe how a shadow changes when the light source is moved (shadow becomes bigger if the light moves closer to the blocker and smaller if the light moves farther away from the blocker.)
  • Observe and describe how the shape of a shadow changes when the blocker is turned/rotated.
  • Make predictions about shadows (identify the light source, the object that blocks the light, and the shadow or darker area on the surface on the opposite side of the light source).
Math
  • Use spatial vocabulary (under, over, above, below).
  • Use spatial vocabulary (between, next to, in front, behind).
  • Use spatial vocabulary (closer, farther).
  • Mentally turn objects.