Teacher Education Department

Detailed Lesson plan in Science 4

Duration: 2 days

I. Objectives
At the end of the lesson, students are expected to:
1. Describe how shadows are formed.
2. Describe how shadows change in position and length at different times of the day.
3. Explain the changes in position and length of shadows in relation to the position
of the sun.

II. Subject Matter

a. Title: Quarter 4, Chapter 4: The Sun
Lesson 67 : Light and Shadow
b. Materials:
Activity No. 1

 Dark room (alternative: cardboard box)

 Flashlight with new batteries (alternative: flashlight from the phone)
 A piece of plastic cover
 Card board

Activity No. 2
 One (1) meter bamboo stick
 Meter scale
 One (1) ft bamboo
 Wrist watch (alternative: phone to check the time)
 Compass (alternative: compass app)

Manila Papers; papers; Makers; PowerPoint presentation; TV

c. References:
DECS Science and Health for better Life, Vibal Publishing House Inc., Copy-
right 1985
De Lara Ruth, Ed.D. Science and Health for everyday Life, FABIS Enterprise
Phils., Copyright 2008
Coronel, Carmelita, Science and Health 3, SD Publication Inc., Copyright 1997
 Teacher Education Department
Cocco, Brown Watson, The Big Book of Experiments: An Encyclopedia, 2000
Brown Watson, English edition, Reprinted 2001
Plesses, Ronen and Hefeman, John
www.google.comph/Light and Shadow
d. Process Skills: Observing, describing, comparing, measuring and inferring
e. Values Integration: Accomplishing work at a given time

III. Procedure

Teacher’s Activity Student’s Activity

A. Preparatory Activities

1. Prayer
2. Greet the students then ask them to seat properly
and pick up some pieces of paper/trash on the
floor.
3. Checking of attendance
4. Assess student’s knowledge from their previous
lesson.

Why is the sun’s light important?

How does light travel?

We can see a lot of thing with the aid of our eyes.

It is because during day time, the sun gives off light,

so that we can see things clearly. However, since
there is no or little light present when you reach a
dark area or at night you may be unable to see things
clearly around you but there are some objects or
materials that are made to help us to see things during
at night or even on dark areas.

You’re walking through the park alone but you spot a

black figure following around you. It is following you
everywhere you go.

The dark form created when certain objects block the

light is known a shadow. It must be illuminated to
cast a shadow.
A
shadow
can be
Teacher Education Department
cast by any living things or non living things that can
be blocked by light. Clear and dark shadows are
created by opaque objects.

B. Motivation

Day 1 – Activity 1 : “How are shadows formed?”

Objective of this activity: Describe how shadows are What you need:
formed.
 Dark room (alternative: cardboard box)
 Flashlight with new batteries (alternative:
flashlight from the phone)
 A piece of plastic cover
 Card board

What to do:

1. Close the windows and the door of your

room.
2. Hold the cardboard 30 cm away from the
wall of your room
3. Assign a member of your group to hold the
flashlight 30 cm
4. away from the cardboard.
5. Switch on the flashlight and focus directly
on the center of the cardboard.
6. Observe what happens and write your
observations in your science activity
notebook.
7. Repeat steps 2 and 5 with a piece of clear
plastic sheet.
Observe what happens.
8. Write your observations in your science
activity notebooks
9. Repeat steps 2 and 5 outside the classroom
and observe what happens
10. Write your observation in your science
notebook
 Guide
Teacher Education Department
Questions:

1. What do you observe on the wall when

light strikes an object in the dark room?
Describe what you observed.
2. Did you get the same result outside the
classroom? Why?
3. What did you observe when light strikes a
clear plastic sheet? What was formed an
why?
4. What are shadows?
C. Lesson Proper 5. How are shadows formed?
6. Do all objects form shadows? Why?
NATURAL LIGHT – It is a light that comes from the
nature.

Examples: Sun, Moon, Stars, and Lightning

ARTIFICIAL LIGHT – It refers to any light source

that is made by human. Artificial lighting has a wide
range of uses and is used both at home and in
businesses.

Examples: LED Bulbs, flashlights, candles, lamp, fire

Light is needed by all living things, including

humans, animals, and plants. It is used to make plants
good.

It is also used to warm bodies and for survival in

humans and animals, as well as for recreation, energy
at home and in workplaces, and to help us restore
energy that will sustain humans and animal alike.

Light is made up of energy that functions as both a

wave and particles and moves a straight line. Light
behaves differently depending on the type of matter it
comes into contact with.

CLASSIFICATION OF LIGHT

TRANSPARENT – Able to see objects inside a

 Teacher Education Department
container because it allows light to pass through it.

EXAMPLES/ OBJECTS – fish swimming in a clear

container water inside the clear glass

OPAQUE - it does not allow light to pass through.

EXAMPLES/ OBJECTS - bricks/hollow blocks,

woods, stone, metal

TRANSLUCENT – An object that is cloudy and it

allows part of the light to pass through.

EXAMPLES/ OBJECTS – frosted glass, wax paper,

sunglasses, tinted window car.

The shadows are continually changing during the day.

They're the longest in the early morning and late
afternoon. At noon, when the sun is directly overhead,
the shadow is tiny or small. The angle at which the
sun's rays fall on the ground varies as the sun's
location changes during the day, this is why shadows
come in various sizes and shapes.

The sun is the main source of energy on our planet.

All living things depend on the sun’s heat and light.
But there are some beneficial and harmful things we
can get from it.

After discussion, teacher will asses the students

before to proceed to day 2 activity.

Directions: Look at the following light source

below. If it is a natural light, write N. If it is
artificial light, write A. You are given 30 seconds
to answer this activity.

___1. Flashlight
 ___2.
Teacher Education Department Stars

___3. Fire

___4. Lightning

___5. Candle

___6. Sun

___7. LED Light Bulbs

___8. Firefly

___9. Moon

___10. Torch
Activity 2: “Why do shadows change in Position
and Length?”

Objectives : What you need:

1. Describe the changes in position and length of  One (1) meter bamboo stick
the shadows in different tikes of the day.  Meter scale
2. Explain why the position and length of the  One (1) ft bamboo
shadow changes  Wrist watch (alternative: phone to check the
time)
 Compass (alternative: compass app)

What to do:

Post a one (1) meter bamboo pole in your school

ground.

2. Locate the East and West direction in your place

with a compass.

3. Observe the position of the sun during the

designated time.

4. Measure the length of "shadow formed by the

pole on the designated time of the day. See the
table below for the designated time. Mark the
length of each shadow with a peg. See the figure
on the next page of the book.
 5.
Teacher Education Department
Calculate the difference between the actual length
of

the bamboo and the shadows formed in different

times of the day.

Copy the table and guided questions in your activity

notebook and record your observation and the Guide Questions:
students will present their work on day 2. Time Actual Length Difference
1.
length of the in length
of pole shadow (cm)
(cm) of the
pole
(cm)

8:00
am

10:00
am

12:00
nn

2:00
pm

Describe the shadow of the pole at 8:00 am, 10:00

am, 12:00 noon and at 2:00 pm?

2. At what time is the shadow of the pole longest?

 Why is
Teacher Education Department this so?

3. At what time is the shadow shortest? Why?

4. What did you observe with the position and

length of shadows at different times of the day?

5. What have you noticed about its position at

different times of the day? Did it stay in one place
throughout the day?

6. What do you think would likely happen when

you continue to measure the shadow of the pole
until the sun had set at 6:00 P.M.? Do you think the
pole forms its shadow? Why?

7. How do you relate the changes in position and

Let the students have some water break as they go length of shadows with that of the changes in
back to their seats and summarize the different position of the sun?
concepts developed by asking these questions:
8. What does your activity imply in your day to
1. Why do you think opaque objects form shadows day activities at home?
when light strikes them?
2. Why do shadows change in position and length in
different times of the day?
3. In order to accomplish your work at a given span
of time what should you do?

Day 2

The students now will present their work from

yesterday and the teacher will also continue the
remaining part of the lesson.

D. Application

APPLICATION

Directions: Fill in the chart with correct words.

Write your answer on your notebook. You are
 given 2
Teacher Education Department minutes
to do
this.

Colored plastic folder Clear glass Pure water

Cardboard Ceramic cup Sun glasses

E. Generalization Thin fabric Aluminum Foil Lens

Activity 1: Wood Door Glass bottles Frosted glass

Shadow is a dark area formed when straight light rays Tracing paper Steel /Metal Glass Jars
are blocked by opaque objects. When light strikes on
Transparent Opaque Translucent
opaque objects they don’t allow light to pass through
and form shadows. So shadows are formed when light
strikes on opaque objects.

In a day, the position of the sun in relation to the earth

changes (this is because the earth is rotating on its
axis). Therefore, the direction of the rays of the sun
also changes hence, shadows “move or change in
position.

Activity 2:

In the morning, as the sun rises or sets in the

afternoon, it is low on the horizon, its light rays are
slanted as they hit the ground, so longer shadows are
formed. When the sun is high or nearly above the
horizon, the sunlight strikes the ground at nearly a
right angle so shorter shadows are formed. When the
sun is directly above the horizon, the light rays of the
sun strike directly above the objects so no visible
shadows is seen on the ground since the shadow of
the entire body would fit in its footprints.

The changes in the position and length of shadows in

the surroundings depend on the angle at which the
sunlight strikes the object to the ground.

IV. Evaluation
 Teacher Education Department
Activity 1

Answer the following questions on your activity notebook briefly:

1. How are shadows formed?

2. Why do shadows change in position and length?

3. How do you describe the changes in position and length of the shadow as the position of the
sun changes?

4 .How do you relate the length of the shadows with that of the changes in the position of the
sun?

Activity 2

COLUMN A

____1. Dark form created when certain objects block the light.

____2. The main source of heat and light

____3. It does not allow light to pass through

____4. It is a light that comes from the nature

____5. An object that is cloudy and it allows part of the light to pass through.

____6. Excessive heat exposure can irritate the skin.

____7. heat illness results in a body temperature greater than 40°C.

____8. it is applied to the skin to protect from sunburn

____9. an object that allows light to pass through it.

____10. pathway of the light

COLUMN B

A. Sun В. Ораque C. Shadow D. Sunburn E. Transparent F. Heat Stroke

G. Natural Light H. Translucent I. Sunblock Lotion J. Straight Line

V. Assignment
 Teacher Education Department
Read and analyze. Find out how you can help solve the problem

Have you seen a shadow puppet show?

Puppeteers use shadow figures and dialogue to tell a story.

A group of pupils want to present a shadow puppet show about a tree that grows larger over
time. However, the group has only one cut out of the tree. If you were one of them, how would
you solve this?

Investigation question: “How can the size of the shadow be changed?”

Note: Assign each group to bring the materials needed for the next activity.