All lessons › Changing Earth and sky › Lesson 3
Australian primary science · Years 5–6 · Lesson 3 of 3
Sun and shadows
Inquiry question: How do shadows change during the day, and why?
Marked no materials needed
Pattern seeking
What students learn
Shadows change length and direction during the day because Earth spins, so the Sun seems to move across the sky.
Success criteria
- I can measure shadows at different times.
- I can describe the pattern in my data.
- I can explain it using Earth’s spin.
Preparation and materials
Before this lesson: Students know shadows form when light is blocked.
- iPads with Bottlebrush Education open (nothing else needed) — 13 (one per pair)
- Projector or big screen — 1
Teacher setup
- Open Earth & space › Lab › Sun and shadows on your screen to demonstrate.
- Check the iPads are charged.
Safety and adaptations
Follow school science and equipment risk assessment procedures for the materials used.
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.
- Pairs choose at least three times on the same day.
- Record the shadow length and direction each time.
- Describe the pattern in one sentence.
- Explain the pattern using Earth’s spin.
Teacher modelling prompt
On the big screen, tap the class prediction first (it unlocks Measure and record), then pick 8 am and 12 noon. Think aloud: “At 8 am the Sun is low in the east, so the shadow is long (about 2 m) and points west. At noon it’s highest, so the shadow is short (under 1 m) and points south.”
Record and explain evidence
Recording question: How do shadows change during the day?
| Time | Shadow length (m) | Shadow direction |
|---|---|---|
| ________________ | ________________ | ________________ |
Example recording headings; record actual observations, including inconclusive results.
Discussion prompt
Which explains our shadow data better?
Check understanding
What should pupils know? Why does the Sun seem to move across the sky?
Explain with evidence: Describe the pattern in your shadow lengths.
Apply the idea: Which side of a tall building gets the most sun for a vegetable garden? Why?
Teacher answer guidance and saved classroom work are available through the main lesson experience where supported.