Quick summary: This activity is designed to encourage children to explore how shadows are created. Children will discover that different light sources and different materials can create different kinds of shadows. Older children will also discover that the sun can create shadows of different width and length at different times of the day.
This activity is designed to help connect children to the wonders of the natural world through sensory and play-based learning.
EYLF Learning Outcome
Outcome 1: Children have a strong sense of identity
2. Children develop their emerging autonomy, interdependence, resilience and sense of agency
Outcome 2: Children are connected with and contribute to their world
3. Children become socially responsible and show respect for the environment
Outcome 4: Children are involved and confident learners
1. Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
2. Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating
3. Children resource their own learning through connecting with people , place, technologies, and natural and processed materials
Outcome 5: Children are effective communicators
1. Children interact verbally and non verbally with others for a range of purposes
3. Children express ideas and make meaning using a range of media
5. Children use information and communication technologies to access information, investigate ideas and represent their thinking
- Torches (optional: a light box if you have one, or create a simple one by following the instructions to Make your own lightbox)
- Sidewalk chalk
- A clock for telling the time with children
- A collection of materials that are:
- transparent (see-through, e.g. drinking glass, reading spectacles)
- translucent (allowing light, but no details to pass through. e.g. plastic lunch box, sheer curtains)
- opaque (not allowing any light to pass through, eg: book, bag).
- Article: Sneideman, J.M. (2013) ‘Engaging Children in STEM Education EARLY!’
- Article: Worth, C (2010) ‘Science in Early Childhood Classrooms: Content and Process’
- Article: Cindy Hoisington, C., Chalufour, I., Winokur, J., and Clark-Chiarelli, N. (2014) ‘Promoting Children’s Science Inquiry and Learning Through Water Investigations’
- Document: The Boston Children’s Museum STEM Teaching Guide. This excellent document assists early learning educators in focusing and refining the naturally inquisitive behaviors of three-to-five-year-olds in STEM (Science, Technology, Engineering & Maths).
Cool Australia would like to acknowledge the support of the Seedlings Early Years Education for Sustainability (EYEfS) program.