Adult-led activities.
In the shade
Children are fascinated by shadows yet often unaware of why they appear and change. This project can engage their interest in shadows and develop their thinking and observational skills.
Key learning intention
To observe, find out about and identify features of shadows and understand that solid objects cast shadows in direct light
Adult:child ratio 1:6.
Resources
* Chalks * large sheets of white and black paper * scissors * camera
Activity content
* Go outdoors on a sunny day. Point out your shadow and encourage the children to look at their own and each other's shadows. Ask them to find ways to make their shadows move or change by, for example, jumping up and down or running around.
* Discuss why there are shadows and how they are made. Investigate why shadows fall in particular directions. Encourage the children to make their shadows move so that they can come to understand that the direction a shadow falls depends on the position of the light source. (Also use the opportunity to explain why looking directly at the sun will damage your eyes).
* Encourage the children to work in pairs and draw chalk outlines round each other's shadows, or investigate chalking round their own shadow shapes (which will, of course, move as they try to draw them). They could also draw each other's shadows on paper, which could then be cut out.
* Back indoors, encourage the children to look for their shadows, which may have faded or disappeared. Talk about what has happened and why.
* Take photographs of children making interesting shadow shapes outdoors (and indoors if conditions are right). Display them or put them in a book and use them as discussion materials.
Key vocabulary
Shadow, light, dark, shade, sun, shape, movement, change, long, tall, short, wide, small, big, in front, behind
Follow-up activities
* Look at the Nursery World poster and encourage children to explore different shadow shapes made by people, buildings, trees, plants or outdoor equipment such as trikes. Let them choose a shadow to draw on to black or white paper and, if they wish, cut it out. They may wish to paint or draw the real thing on the shadow shape or use their shadow shape to encourage others to guess what it represents.
* Pin a sheet of white paper to a wall and, with a child sitting sideways to the wall, project their profile on to the wall behind them using a torch or a small lamp (but be careful because lamps can become very hot). Draw round the shadow, cut it out and mount it on contrasting paper. Display these silhouettes in the setting and encourage the children to identify the sitters, then let them take the pictures home.
* Have fun making shadow puppets and putting on a shadow puppet play (see the back of the Nursery World poster).
* Have fun trying to match objects and their silhouettes.
Whose is it?
Use shadows for a game of identifying and matching objects.
Key learning intention
To look closely at similarities and differences.
To recognise and match regular and irregular shapes.
Adult:child ratio 1:4
Resources
* Bag of items, such as a toy car, boat, glove, plastic plate, spade, pencil, large numbers or letters * silhouettes of each of the items * paper * drawing materials * scissors
Preparation
* Cover a table with a sheet of paper and stick the silhouettes on to it.
Activity content
* Look at the silhouettes on the table. Discuss their shape and size and encourage the children to guess what the shapes represent.
* Ask the children in turn to take an item from the bag and match it to the shape on the table. Encourage them to try to describe the item. Some children might enjoy playing this game over and over again.
* Suggest that children find an object in the setting, draw round it and cut out the shape. Provide technical assistance as appropriate.
* Put a fresh sheet of paper on the table and stick the new silhouettes to the paper. Ask the children to put the items that they have chosen to draw into a bag and repeat the game using their own items.
* Provide materials, time and space for children to continue with this activity if they choose.
Key vocabulary
Round, curved, straight, corners, edges, circle, square, triangle, rectangle, big, little, long, short
Follow-up activity
* Display silhouettes of equipment and materials throughout the setting for children to match. For example, display silhouettes of items such as buckets, spades, rakes, boats and jugs on a shelf near the sand and water area. All sorts of items such as musical instruments, writing materials, creative materials, toys and games (indoors and outdoors) can be displayed in this way. You can add written labels if you wish. This is an excellent way to organise the storage of materials and encourage children to return items to the appropriate place.
Child-initiated learning
Encourage children to develop their understanding of shadows by adding resources to the basic provision.
Resources
* Torches * spare batteries * plant pots * sticks
Possible learning experiences
* Using torches to
create shadows of themselves, others and all kinds of items inside the setting.
change the direction of the shadows.
make shadow shapes, such as animals, on a wall using their hands.
explore ways of making shadows smaller or larger by moving the torch nearer to or further from the object reflected on the wall.
Investigate shadows in enclosed areas such as dens and tents.
* Investigating different shadows outside at different times of the day.
* Playing shadow tag - a chasing game which involves trying to step on someone else's shadow.
* Investigating how sundials work. Place small sticks in plant pots and mark off the position of the shadow with chalk or by making a line of stones along the shadow at regular intervals throughout the day.
The practitioner role
* Engage in activities and experiment alongside children.
* Support children's ideas, pose problems, encourage them to predict outcomes and explore ways to record their findings.
* Encourage children to explore activities in different areas in the setting.
* Model and extend language and vocabulary.
* Provide books or other resources to engage and develop their interest.
* Ensure children are aware of how to use equipment and materials safely.
* Allow children plenty of time and opportunity to explore and research their own ideas.
