Total Duration: |
61 to 90 Minutes |
Materials and Resources: |
Teacher Materials: “Bear’s Shadow” by: Frank Asch Compass List of students in groups of 5-7 Break students into groups from 5-7. Groups will need the following materials in each group: Yardsticks Large coffee can of rocks Large flat piece of cardboard or heavy paper ( at least 2X3) Markers |
Technology Resources Needed: |
Interactive White Board, laptop with a projector, speakers for listening, internet access. Padlet app or website at www.Padlet.com |
Background/Preparation: |
Teacher Preparation: Teachers should go in before the lesson and create a Padlet account in order to save their own Padlet that is made with their class. Students and teachers should be familiar with using a Know-Want to Know- and Learned (KWL) chart. The teacher will need to review the book “A Bear’s Shadow” before reading it aloud to the class in order to have a general understanding of the book. Teacher should access interest video regarding shadows to ensure that link and audio are working properly: https://www.youtube.com/watch?v=bI6k7rLFVfs. Teacher should find some open outdoor space-preferably in the school yard-that can be used every day. Be sure to choose a spot unobstructed by trees or tall buildings which would shade this area early or late in the day. Teachers should place a yardstick upright in a large coffee can filled with stones or soil. This should be done for each group. Be sure to remind students that looking into the sun can cause permanent eye damage-never look directly at the sun. |
Step 1 Students and teachers will create a KWL chart together using: www.Padlet.com. Each section will need its own Padlet. The K and W are the only Padlets that should be completed at this time. The teacher should read “Bear’s Shadow” to students aloud (whole group). After reading the book, students should engage in a guided discussion with the students by asking the following questions regarding shadows. The teacher may want to record the responses on chart paper to refer back to during discussions.
Once the discussion is over, the teacher should refer to the KWL Padlet (K and W Padlets only) to update information that they may have learned about shadows as well as any other information that they would like to continue to learn about shadows. Step 2 Students will watch an interest/introductory video regarding shadows. https://www.youtube.com/watch?v=bI6k7rLFVfs A new shadow friend on the ground causes Dawn to find out more about what makes shadows come and go! Shadow play becomes the game of the day when Dawn plays hide and seek with the sun! Our audience learns how to make an eagle and alligator as hand shadows. Our audience learns how to make an eagle and alligator as hand shadows. The teacher should pose the following question after reviewing the video:
After viewing the video, Padlet information should be updated. Step 3- Begin early on a sunny day and plan to make measurements throughout the day. Select a suitable spot and the teacher will use a compass to determine North, East, South, and West.
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Assessment Strategies |
Teacher Observation KWL Chart (L Padlet- What Students Learned) |
Acceleration: |
Compare the North South line marked by the shadows with a compass. Do they agree? Discuss the difference between true and magnetic North. A compass is simply attracted by the magnetic force. Demonstrate how a nearby magnet can easily fool the compass. |
Intervention: |
Students who are having difficulty can be pulled to the small group table and retaught the lesson. They may also receive additional support from the teacher during the measuring process. |
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
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