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Australian primary science · Years 3–4 · Lesson 1 of 1
The Shadow File
Inquiry question: Why do shadow lengths change during the day?
Marked no materials needed
Analysing a supplied case file
What students learn
Explain a change in shadow lengths using the apparent position of the Sun.
Success criteria
- I can read the supplied evidence accurately.
- I can support an explanation using two details.
- I can identify a claim that goes beyond the evidence.
Preparation and materials
Before this lesson: Recall that opaque objects block light and that Earth rotates. Avoid direct Sun viewing.
- Charged iPad per individual or pair — One per student or pair
- Projector — One
Teacher setup
- Open the assigned lesson and present the slides.
- Show the lesson QR; students enter one or two names and start.
- Use the lesson timings: allow 45–55 minutes plus first-use sign-in time. Do not add copying to fill a full hour.
- All evidence is supplied in the lesson. No equipment, worksheets or external websites are necessary.
Safety and adaptations
- Screen-based evidence inquiry only. Do not perform physical experiments or imitate hazards described in the case files.
Review your school policies and curriculum requirements before teaching.
How to investigate
The lesson sequence should leave pupils with evidence to interpret, not only an activity to finish.
- Before reading the lengths, share a first idea about how the same pole could make different shadows.
- Compare morning, the shortest sampled shadow and afternoon. Keep cm units in brief notes.
- Explain the shorter-then-longer pattern.
- Use the light-angle model to explain the pattern; describe the model in words or a labelled book sketch.
- Explain why the measurements do not reveal the exact solar noon at your school.
Teacher modelling prompt
Read 9 am (115 cm) and 11 am (65 cm) aloud. Demonstrate 'the shadow shortened by 50 cm' without claiming those samples locate solar noon.
Record and explain evidence
Recording question: Why do shadow lengths change during the day?
| Time | Length and sky | What this shows |
|---|---|---|
| ________________ | ________________ | ________________ |
Example recording headings; record actual observations, including inconclusive results.
Discussion prompt
Which claim is more strongly supported? Quote evidence and explain why.
Provided example or reference data
Illustrative shadow lengths · same fixed pole
| Time | Length | Sky note |
|---|---|---|
| 9 am | 115 cm | Sun low |
| 11 am | 65 cm | Sun higher |
| 1 pm | 35 cm | Sun highest in this sample |
| 3 pm | 80 cm | Sun lower |
| 5 pm | 155 cm | Sun low |
Check the data source in the teacher lesson. Illustrative or fictional data are not measurements collected by your class.
Check understanding
What should pupils know? What makes a shadow?
Explain with evidence: Use 11 am and 1 pm to explain how shadow length is related to the Sun's apparent height.
Apply the idea: A fixed pole has a longer shadow later in the afternoon. Explain this without saying the pole grew.
Teacher answer guidance and saved classroom work are available through the main lesson experience where supported.