The Arizona STEM Acceleration Project

Groundhog Day: Investigating Shadows and Light

Groundhog Day: Investigating Shadows and Light

A [K] grade STEM lesson

Brittany Robertson

June 2024

Notes for teachers

In this Kindergarten STEM lesson, students explore the concepts of light and shadows using Groundhog Day as a thematic starting point. The lesson begins with an engaging introduction through a SciShow Kids video and the book "Groundhog Day!" by Gail Gibbons. Students then create groundhog shadow puppets and investigate how shadows are formed by using flashlights in different settings. They will use non-standard measurement tools to measure shadow lengths, incorporating basic math skills into the activity. The lesson is designed to develop students' understanding of transparent, translucent, and opaque objects while providing hands-on experience with scientific investigation and measurement.

List of Materials

• Video: SciShow Kids - "Groundhog Day!" (YouTube)
• Book: "Groundhog Day!" by Gail Gibbons
• Groundhog cutouts
• Popsicle sticks
• Tape
• Styrofoam cups
• Flashlights (one per pair of students)
• Transparent objects (e.g., clear plastic sheets)
• Translucent objects (e.g., wax paper)
• Opaque objects (e.g., cardboard)
• Non-standard measurement tools (e.g., cubes, paperclips, or blocks)
• Scissors

Standards

Arizona Science Standards:

• K.P4U1.3: Conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light.

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Standards

Arizona Math Standards:

K.MD.A.1: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

K.MD.A.2: Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference.

Objectives:

• Students will understand how shadows are formed.
• Students will learn the difference between transparent, translucent, and opaque objects.
• Students will conduct an investigation to observe the conditions under which a groundhog can see its shadow.
• Students will incorporate basic measurement skills using non-standard units to investigate shadow length and distance from the light source.

Agenda (60 minutes)

Introduction to Groundhog Day (10 minutes)

• Watch the SciShow Kids video on Groundhog Day.
• Read "Groundhog Day!" by Gail Gibbons.

Discussion on Light and Shadows (5 minutes)

• Introduce vocabulary: light, shadow, transparent, translucent, opaque.

Hands-On Activity: Groundhog Shadow Puppets (30 minutes)

• Create groundhog shadow puppets using cutouts, popsicle sticks, and tape.
• Use flashlights to observe shadows in different settings (inside with lights off, outside).
• Measure shadow lengths using non-standard measurement tools.

Assessment and Reflection (15 minutes)

• Discuss findings and complete a reflection sheet.

Intro/Driving Question/Opening

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Driving Question: What conditions need to occur for a groundhog to see its shadow?

Opening:

• Show the SciShow Kids video on Groundhog Day to introduce the concept.
• Read "Groundhog Day!" by Gail Gibbons to give students background knowledge about the holiday and its significance.

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Hands-on Activity Instructions

Introduction:

• Explain to students that they will be making groundhog shadow puppets and investigating how shadows are formed.

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Materials:

• Provide each pair of students with a groundhog cutout, a popsicle stick, tape, and a styrofoam cup.

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Steps:

• Have students cut out their groundhog and attach it to the popsicle stick using tape.

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• Poke a hole in the bottom of the styrofoam cup and place the popsicle stick inside to make the groundhog stand up.

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• Give each pair a flashlight and non-standard measurement tools (e.g., cubes, paperclips, or blocks).

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Hands-on Activity Instructions

Steps Cont.

• Turn off half the classroom lights or go outside to observe shadows in natural light.

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• Have students shine the flashlight on the groundhog from different angles (front, back, left, right) and observe where the shadow forms.

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• Measure the shadow lengths at different distances (e.g., 6 cubes, 12 paperclips) from the groundhog to the flashlight.

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• Students should also experiment by moving the flashlight closer and farther from the groundhog to see how the shadow changes and record their observations using the non-standard measurement tools.

Assessment

Formative Assessment:

• Observe students as they conduct the investigation, asking questions to gauge their understanding of shadows and light.
• Use a recording sheet for students to note whether the groundhog sees its shadow from different angles and measure shadow lengths using non-standard measurement tools.

Summative Assessment:

• Reflection sheet where students draw their observations and answer questions about their investigation.

Differentiation

• Provide additional guidance for students who need help understanding the concepts by giving more examples of transparent, translucent, and opaque objects.

Remediation

Extension/Enrichment

• Have advanced students create a simple report or drawing comparing their shadow investigation to what they learned about Groundhog Day in the video and book.

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• Introduce a basic graphing activity where students can plot the shadow lengths at different distances using non-standard measurement units on a simple bar graph.

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