What’s your kid’s reaction the first time they saw their own shadows? Did they try to catch the shadow, run away from the shadow or hug the shadow? When children become interested in shadows, what can we do to help children explore and learn this physics? Today we are going to use some books and activities to present an emergent curriculum.
Step 1 Engage children in investigation.
Reading the book I See A Shadow by Laura Breen. This activity will introduce the topic of “Shadow”. Based on what children read in the book, they may get inspired and create different shadows in the following activities.
Creating Indoor shadows. There are two ways to create indoor shadows. You can use sunlight to create shadows or use a flashlight and dark backdrop to create shadows. (see pictures below) This activity stimulates children’s creativity in terms of shadow creation. In addition, children may learn the concept of shadows when they are actively engaged in shadow making.
Discovering shadows outdoors. Take children to an outdoor place at different times of a day. Encourage children to discover shadows with or without the shades. Similar to the indoor shadow activity, children will learn the concept of shadows. In addition, children will generate a concept of time of a day. Children will see different shapes of shadows at different times of a day.
Step 2 Encourage children to explore.
Reading Moonbear’s Shadow by Frank Asch. Then take children to an outdoor area to act the story out. Test if you can hide from your shadows or run away from it. After the acting session, listen to the song SHADOW by Joanie Leeds(Check Here). Then once again take your children to an outdoor area to play a shadow game with the song. When the music gets sad since it’s ‘night’ you all run to find places that are dark so you can not see your shadows. At the same time, you may act sad too...Till you can run back into the sunlight and find your shadows once again! This activity reinforces the concept of shadows.
Having a math related curriculum. Trace different family member’s shadows with chalk on the ground, and use rocks, cubes, or measuring tape to measure the length of the shadows. Then ask children to Count/Measure how long each shadow is. Compare whose shadow is the longest, and whose is the shortest. Compare the shadow’s length with the person’s real height. Is it longer or shorter? Do this experiment several times at different times in a day. And compare the difference.
Step 3 Reflect. Ask questions such as What makes shadows? What happens when there’s no light? Do shadows stay in the same shape? Why is there a difference? Do shadows have colors? A 3-year-old usually can conclude that making a shadow requires light and an object.
Children learn some basic STEM concepts through shadow playing. For example, children make shadows with their bodies and other objects. Children discover that shadow requires light source. And children have the opportunity to practice measurement and comparison. In addition to STEM concepts, children become familiar with vocabulary words such as shadow, light, bigger, smaller, disappear. Encourage your children to play around shadows, and see what magic they will create!
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