The Arizona STEM Acceleration Project

Shadows and Coins

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Shadows and Coins

A 1st grade STEM lesson

Kelly Coakley-Magid

05/19/2024

Standards

Science and Engineering Practices:

● plan and carry out investigations ● analyze and interpret data

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Cross Cutting Concepts:

● cause and effect

● structure and function

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Standards

- 1.P2U1.1 Plan and carry out investigations demonstrating the effect of placing objects made with different materials in the path of a beam of light and predict how objects with similar properties will affect the beam of light.

● Some materials allow light to pass through them, others allow only some light through, and others block all the light and create a dark shadow on any surface beyond them where the light cannot reach. Mirrors can be used to redirect a light beam. Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.PO 2: Describe how light behaves on striking objects that are:

- Transparent

- Translucent

- Opaque

- PO 1: Demonstrate that light can be:

- Reflected

- Absorbed

- Transmitted

Work with time and money.

1.MD.B.3b Identify coins by name and value (pennies, nickels, dimes and quarters).

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Objectives:

By the end of this lesson, students will be able to:

- Understand how light behaves when it strikes different objects.

- Identify and describe the properties of transparent, translucent, and opaque materials.

- Explain the value of a quarter, a penny, a nickel, and a dime.

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Agenda

This lesson is actually three topics unified in one final project.

Students will spend time throughout one day or multiple days to complete this lesson.

The lesson will conclude with the creation of a shadow puppet show describing the origin of the value of the coins.

Notes for teachers

How in depth you want your students to get with writing a shadow puppet show is up to you. It is recommended that students have some practice with shadow puppets before they write their own and design their own puppets. If you have a Cricut, you can cut out a few for each team to use in advance.

Materials:

- Flashlight

- Various objects made of different materials (e.g., plastic, glass, metal, paper)

- Shadow puppet templates (basic person outline)

- Construction paper

- Scissors

- Glue

- Markers

- Chart paper

- Coins (quarter, penny, nickel, dime)

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Intro/Driving Question/Opening

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Introduction (10 minutes):

1. Begin the lesson by asking students if they have ever seen their shadow. Discuss what a shadow is and how it is formed.

2. Show students a flashlight and explain that light travels in straight lines.

3. Ask students to predict what will happen when the flashlight beam hits different objects made of various materials.

4. Introduce the concept of transparent, translucent, and opaque materials. Write these terms on the chart paper and provide examples of each.

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What is Transparent?

• Transparent means you can see through it clearly.
• It's like looking through a clean window.
• Examples: Glass, clear plastic, and clean water.
• Can you think of something transparent at home?

What is Translucent?

• Translucent materials let some light through, but not all.
• It's like trying to see through a foggy window.
• Examples: Frosted glass, wax paper, and sunglasses.
• What translucent items have you seen before?

What is Opaque?

• Opaque means no light can pass through.
• It's like trying to look through a wooden door.
• Examples: Wood, metal, and a closed book.
• Can you list an opaque object in our classroom?

Hands-on Activity Instructions

• 1. Divide the class into small groups.
• 2. Provide each group with a flashlight and a variety of objects made of different materials.
• 3. Instruct the groups to experiment with shining the flashlight on the objects and observe what happens to the light.
• 4. Encourage students to discuss their observations and record them on a chart paper.

Discussion (15 minutes):

• 1. Bring the class back together and have each group share their observations.
• 2. Discuss the properties of transparent, translucent, and opaque materials based on the students' observations.
• 3. Clarify any misconceptions and provide additional examples if needed

Coin Identification (20 minutes):

1. Show the students real coins (quarter, penny, nickel, dime) and explain their values.

2. Have students practice identifying the coins by name and value.

3. Provide each student with a small bag of coins and ask them to sort and identify the coins independently.

Using very basic shadow puppets, have students come up with silly stories to explain how the coins got their names. You can use the included reader’s theater and have the students act them out in groups if this is their first experience with shadow puppetry. I recommend starting with this, then allowing students to change just the part where it explains where the name came from. They can make up a silly reason the coins are called their name…for example, they might say the dime is worth ten cents, and that is because it was named after a dog who had ten spots called a dime-ation (dalmatian.) Invite students to add on to the original show by creating puppets that represent the values of the coins. You can also provide clear substances, like transparencies, and allow students to color on them to create colorful shadow puppets. Challenge students to find other ways to add color to their shadow puppet shows.

You can download the next slide as a png to use with a cricut, or print it out and cut it out to use as a template for students.

Instructions:

Prepare Your Trifold Board:

1. Lay out your trifold project board on a flat surface. Decide which panel you want to use as the main stage area. This will be where you shine your light through to create shadows. Typically, the center panel works well for this purpose.

Mark and Cut Out the Stage Opening:

1. Use a ruler and pencil to mark out the area where you want your stage opening to be on the chosen panel. You can make it any shape you like – rectangular, circular, or even abstract. Once marked, carefully cut out the opening using scissors or a utility knife.

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3. Cover the opening you cut out with white butcher paper.

Decorate Your Stage (Optional):

4. Get creative with decorating your stage! You can use markers, paints, or other crafting materials to add designs, patterns, or scenery to the trifold board. This will enhance the visual appeal of your shadow puppet theater.

Prepare Your Shadow Puppets:

5. While your stage is drying (if you've painted or decorated it), start making your shadow puppets. Cut out shapes from black paper or cardstock to represent characters, objects, or animals in your puppet show. Keep in mind that simple shapes work best for creating clear silhouettes.

Set Up Your Light Source:

1. Position a lamp or flashlight behind your shadow puppet stage, shining the light through the opening you cut out earlier. Make sure the light source is stable and positioned at a suitable distance to cast clear shadows onto a wall or screen.

Put on a Show:

1. Once everything is set up, it's time to put on your shadow puppet show! Hold your puppets between the light source and the screen, moving them around to create different scenes and tell your story. Experiment with different movements and gestures to bring your characters to life.

Directions modified from Chat GPT

Image Source

(You could have 3-5 people. One student can play two parts. Three fit better in the space, but 5 can also fit! Alternatively, you can be the narrator and students just have to say their own parts, which gives you 2-4 per group.)

Title: The Coin's Tale: A Readers Theater Adventure

Characters:

1. Penny
2. Nickel
3. Dime
4. Quarter
5. Narrator

Narrator: Once upon a time, in the bustling land of Coinia, there lived four special coins – Penny, Nickel, Dime, and Quarter. They each had their own unique names and values. Let's hear the story of how they got their names!

[The characters appear as their names are mentioned.]

Narrator: Our story begins with Penny, the smallest value coin of them all.

Penny: Hi, everyone! I'm Penny, and I'm worth one cent. But why am I called Penny?

Narrator: Well, Penny, your name comes from the Old English word 'penig,' which means 'a small coin.' You're small but mighty, bringing joy with your shiny presence!

Penny: Wow! I may be small, but I'm important!

Narrator: Next up is Nickel!

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Nickel: Hi, friends! I'm Nickel, and I'm worth five cents. But why am I called Nickel?

Narrator: Nickel, your name comes from the metal nickel, which was used to make you. You're made mostly of copper with a little bit of nickel mixed in.

Nickel: Cool! So, I'm named after the metal I'm made of!

Narrator: Exactly! Now let's meet Dime!

Dime: Hi, everyone! I'm Dime, and I'm worth ten cents. But why am I called Dime?

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Narrator: Dime, your name comes from the French word 'disme,' which means 'tenth part.' You're called Dime because you're worth one-tenth of a dollar.

Dime: That's neat! I represent a tenth of something!

Narrator: Last but not least, let's welcome Quarter!

Quarter: Hey, folks! I'm Quarter, and I'm worth twenty-five cents. But why am I called Quarter?

Narrator: Quarter, your name comes from the Latin word 'quartarius,' which means 'one-fourth.' You're called Quarter because you're worth one-fourth of a dollar.

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Quarter: Awesome! I'm like a piece of a whole dollar!

Narrator: And there you have it, friends – the origin story of Penny, Nickel, Dime, and Quarter! Each coin's name reflects its special value in the land of Coinia.

[The characters gather together, bouncing happily.]

Narrator: And so, our friends continue to bring joy and value wherever they go, reminding us that even the smallest things can make a big difference!

[The characters wave back and forth to the audience as the light dims.]

Narrator: The end!

Adapted from Chat Gpt

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Assessment

Here is a link to a possible assessment to use.

Differentiation

Have the teacher do all of the reading of the reader’s theater while students act them out.

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Pair partners so stronger readers can help those who may struggle

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Have pre-cut items for puppets

Remediation

Extension/Enrichment

Challenge students to create a puppet to represent each coin and its value.

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Challenge students to experiment with light and shadow by taping one of each coin to a skewer. Have students hold them in the puppet theater to:

-make the penny appear larger than the quarter,

-make the quarter appear smaller than all the rest,

-hold the dime in a way to make it appear larger than the other coins,

-make all the coins appear equal in size