Light and Sound

Lesson 2.2
Lesson Guides

Lesson 2.2
What Made This Shadow?

© The Regents of the University of California

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 Light and Sound
Lesson 2.2
Lesson Guides

Lesson Overview

Students participate in a Shared Reading of the book What Made This Shadow? In the book, students see various
examples of shadows. With each example, they learn about how the shadow was created by the object blocking light
from a particular light source. By asking questions and looking for answers in the text, students start to think about the
idea that every time there is a shadow, it is because light is blocked. After reading, the teacher introduces a kinesthetic
model to help students understand the concept of blocking. Students also sort the Shadow Cards, which help them
explain the relationship between the light source, the object casting a shadow, and the resulting shadow. The purpose
of this lesson is to be able to Ugure out and explain that the reason we see a shadow on any surface is because light is
being blocked by something.

Design P Prroblem: Design a puppet-show scene, using light.

In
Invvestig
tigativ
ative
e Phenomenon: DiTerent shadows.

Student
Studentss le
learn:
arn:

• When light is blocked by an object, the surface behind the object looks dark, and we call this a shadow.

© The Regents of the University of California

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 Lesson 2.2 Light and Sound
Activity 1 Lesson Guides

2 3 4

1
READING

Reading: What Made This

Shadow?

Reading: What Made This

15
Shadow? MIN

The teacher reads aloud What Makes This Shadow? Students practice asking
and answering questions during this Shared Reading.

Instructional Guide
1. C
Connect
onnect pr
pre
evious le
learning
arning with ttoda
odayy’s purpo
purposse. Remind students that in the last lesson they explored how to make
shadows—dark areas on a surface.

Making shadows helped us Ugure out how to stop light from getting to parts of a surface. Knowing how to stop
light from getting to parts of a surface will help us build scenes for the puppet-theater company.

Today, we are going to build on what we have learned so far by reading a book about how shadows are made.

2. Displa
Displayy the fr
front
ont c
co off What Made This Shado
over o Shadow?
w? Read aloud the title and the name of the author. Invite students
to share their observations of the image on the front cover.

3. Model asking que

quesstions
tions.. Turn to page 3 and read aloud the text. Remind students that when they read, they can ask
questions about what they wonder. Point to the photo on the bottom right of the page.

I notice a shape that is familiar to me, and it has four legs. I wonder, what made this shadow? I think it is a shadow
of an animal.

Asking questions helps us think about what we see in the picture, what the book is about, and what is happening
with the light.

On the board, write “What made this shadow?”

4. Ha
Havve sstudent
tudentss ask que
quesstions with a p
partner
artner..

Try asking your partner a question about one of the shadows on this page.

© The Regents of the University of California

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Light and Sound Lesson 2.2
Lesson Guides Activity 1

Point to the question you just wrote on the board and read it aloud.

What made this shadow?

Give students time to talk with their partners.

5. T
Turn
urn tto
oppag
agee4
4.. Read the text aloud. Use the labels to explain the components needed to make a shadow.

6. T
Turn
urn tto
oppag
age 5.. Read the text aloud. Invite students to answer the question: What made this shadow? [A dog made
e5
the shadow.]

7. Model asking a que

quesstion about sscienc
ciencee ide
ideas
as.. Let students know that they can also ask questions as they read to
Ugure things out about science ideas.

I have another question. This time, I want to show you how to ask a question that connects to our thinking about
ideas in science. I remember we have been learning about how light comes from a source. Now, my question is
Where did the light come from to make this shadow?

On the board, write “Where did the light come from?” Invite students to answer this question. [The light came from the
sun.]

8. T
Turn
urn tto
oppag
agee6
6.. Read aloud the text. Invite students to use the text and photograph to check their answers.

9. T
Turn
urn tto
oppag
age
e77.. Read aloud the text.

I wonder, what made this shadow? I also wonder, where did the light come from?

I also have a new question: How was this shadow made?

On the board, write “How was this shadow made?” Let students know that they should think about how this shadow
was made as you turn the page.

Read aloud page 8. Point to each of the three questions on the board, one at a time, and read aloud each question.
Invite students to respond after each question.

What made this shadow?

[A toy car made the shadow.]

Where did the light come from?

[The light came from a lamp.]

How was this shadow made?

[It was made when the car blocked the light.]

© The Regents of the University of California

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 Lesson 2.2 Light and Sound
Activity 1 Lesson Guides

It is helpful to wonder and ask questions as we read. Even if we do not know the answers yet, it helps to think of
some ideas Urst and then sometimes change your thinking as you read more.

10. C
Continue
ontinue rre
eading and p
paus
ause
e at the end o
off p
pag
age
e 113
3. Point out that this shadow looks diTerent from the others you
have seen in the book. Have students ask questions with a partner about the shadow on this page. Before reading page
14, have students keep their questions in mind, reminding them that they may or may not Und all the answers in the
book.

11. C
Continue
ontinue rre
eading and p
paus
ause
e at the end o
off p
pag
age
e 116
6. Point out that you are noticing a pattern in the sentences. Reread
page 16, pointing to the words and pausing after each sentence.

(after Urst sentence) Here we learn what made the shadow: hands.

(after second sentence) Here we learn where the light came from: a Vashlight.

(after third sentence) Here we learn that the light from the Vashlight did not get to this part of the wall, so there is
a shadow there.

12. C
Continue
ontinue rre
eading and p
paus
ause
e at the end o
off p
pag
age
e 21. Have students turn to a partner to ask one of the questions
posted on the board, or any of their own questions.

• What made this shadow?

• Where did the light come from?

• How was this shadow made?

13. T
Turn
urn tto
oppag
agee 22. Read aloud the text. Ask students if they found the answers to their questions in the book. Remind
them that sometimes they will Und answers to their questions in the book, and sometimes they will not.

14. T
Turn
urn tto
oppag
agee2
233. Read aloud the text.

How are all the pictures on this page the same?

[All are dark. All are shadows. All are made by something blocking the light.]

What is the same about how all these shadows were made?
[They were all made by blocking light.]

Teacher Support
Background

About the B ook: What Made This Shado

Book: Shadow?w?
What Made This Shadow? presents a series of photos for children to wonder about as they explore the ideas that light
can be blocked—certain objects block all light, while others let some light pass through—and this creates diTerent

© The Regents of the University of California

12
Light and Sound Lesson 2.2
Lesson Guides Activity 1

kinds of shadows on surfaces. The right-hand page of each spread shows an isolated shadow; a turn of the page reveals
the object casting the shadow as well as the light source. In each instance, the text calls out the surface where the
shadow appears, helping students to grasp the concept of surfaces through a variety of examples. This book is set up to
be used as a Shared Reading, with repetitive structure and captivating photos providing supports. The mysterious
right-hand photos and the questioning refrain urge students to make predictions before the page is turned. A Unal
spread encourages students to go out and collect their own evidence of light blocking. What Made This Shadow?
supports students' Ursthand investigations as they discover the relationships between light sources, objects, surfaces,
and shadows in the world around them.

Rationale

Lit
Liter
erac
acyy Not
Note:
e: Shar
Shared
ed R
Re
eading
Shared Reading provides opportunities for students to observe the teacher as an expert reader and to actively join in
reading. Using a big book allows you to explicitly show and guide students to understand that informational texts use
structural and visual cues to aid in the reading process, to recognize new vocabulary in print, and to practice reading
strategies while students are reading to learn new science ideas. Engaging in Shared Reading provides instruction and
practice that prepares students for reading more independently either with a partner or on their own. What Made this
Shadow? is designed to model asking questions and gives students a rich context in which to ask their own questions
about shadows. You will guide students in using the strategies of asking questions and interpreting visual
representations to make meaning of this text.

Instructional Suggestion

Providing Mor
MoreeE
Experienc
xperience:
e: A
Asking
sking Q
Que
uesstions
The Shared Reading activity serves to prompt students’ curiosity and provides opportunities to practice the focal
reading strategy and key vocabulary. Some students may beneUt from a choral reading of the questions before they ask
questions with a partner—questions of their own or the questions on the board. As you record the questions on the
board, read them aloud once and then invite students to read them with you before calling on students to answer.
Having students practice asking questions can promote inclusion for those students who may need additional support.

© The Regents of the University of California

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 Lesson 2.2 Light and Sound
Activity 1 Lesson Guides

2 3 4

1
READING

Reading: What Made This

Shadow?

Reading: What Made This

15
Shadow? MIN

The teacher reads aloud What Makes This Shadow? Students practice asking
and answering questions during this Shared Reading.

Instructional Guide
1. C
Connect
onnect pr
pre
evious le
learning
arning with ttoda
odayy’s purpo
purposse. Remind students that in the last lesson they explored how to make
shadows—dark areas on a surface.

Formar sombras nos ayudó a averiguar cómo impedir que la luz llegue a partes de una super\cie. Saber cómo
impedir que la luz llegue a partes de una super\cie nos ayudará a construir escenas para la compañía de teatro
de marionetas.

Hoy vamos a desarrollar lo que hemos aprendido hasta ahora leyendo un libro sobre cómo se forman las
sombras.

2. Displa
Displayy the fr
front
ont c
co off What Made This Shado
over o Shadow?
w? Read aloud the title and the name of the author. Invite students
to share their observations of the image on the front cover.

3. Model asking que

quesstions
tions.. Turn to page 3 and read aloud the text. Remind students that when they read, they can ask
questions about what they wonder. Point to the photo on the bottom right of the page.

Noto una forma que es conocida para mí, y tiene cuatro patas. Me pregunto: ¿qué formó esta sombra? Pienso
que es una sombra de un animal.

Hacer preguntas nos ayuda a pensar en qué vemos en la imagen, de qué trata el libro y qué está sucediendo con
la luz.

On the board, write “What made this shadow?”

4. Ha
Havve sstudent
tudentss ask que
quesstions with a p
partner
artner..

© The Regents of the University of California

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Light and Sound Lesson 2.2
Lesson Guides Activity 1

Intenten hacer a su compañero o compañera una pregunta sobre una de las sombras en esta página.

Point to the question you just wrote on the board and read it aloud.

¿Qué formó esta sombra?

Give students time to talk with their partners.

5. T
Turn
urn tto
oppag
agee4
4.. Read the text aloud. Use the labels to explain the components needed to make a shadow.

6. T
Turn
urn tto
oppag
age 5.. Read the text aloud. Invite students to answer the question: What made this shadow? [A dog made
e5
the shadow.]

7. Model asking a que

quesstion about sscienc
ciencee ide
ideas
as.. Let students know that they can also ask questions as they read to
\gure things out about science ideas.

Tengo otra pregunta. Esta vez, quiero mostrarles cómo hacer una pregunta que se conecte con nuestro
pensamiento sobre ideas en la ciencia. Recuerdo que hemos estado aprendiendo acerca de cómo la luz viene de
una fuente. Ahora, mi pregunta es: ¿De dónde vino la luz para formar esta sombra?

On the board, write “Where did the light come from?” Invite students to answer this question. [The light came from the
sun.]

8. T
Turn
urn tto
oppag
agee6
6.. Read aloud the text. Invite students to use the text and photograph to check their answers.

9. T
Turn
urn tto
oppag
age
e77.. Read aloud the text.

Me pregunto: ¿qué formó esta sombra? También me pregunto: ¿de dónde vino la luz?

También tengo una nueva pregunta: ¿Cómo fue formada esta sombra?

On the board, write “How was this shadow made?” Let students know that they should think about how this shadow
was made as you turn the page.

Read aloud page 8. Point to each of the three questions on the board, one at a time, and read aloud each question.
Invite students to respond after each question.

¿Qué formó esta sombra?

[Un auto de juguete hizo la sombra].

¿De dónde vino la luz?

[La luz vino de una lámpara].

© The Regents of the University of California

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 Lesson 2.2 Light and Sound
Activity 1 Lesson Guides

¿Cómo fue formada esta sombra?

[Fue formada cuando el auto bloqueó la luz].

Es útil hacerse preguntas y hacer preguntas mientras leemos. Aunque no sepamos las respuestas todavía, es útil
pensar en algunas ideas primero y luego a veces cambiar su pensamiento al ir leyendo más.

10. C
Continue
ontinue rre
eading and p
paus
ause
e at the end o
off p
pag
age
e 113
3. Point out that this shadow looks di[erent from the others you
have seen in the book. Have students ask questions with a partner about the shadow on this page. Before reading page
14, have students keep their questions in mind, reminding them that they may or may not \nd all the answers in the
book.

11. C
Continue
ontinue rre
eading and p
paus
ause
e at the end o
off p
pag
age
e 116
6. Point out that you are noticing a pattern in the sentences. Reread
page 16, pointing to the words and pausing after each sentence.

(after \rst sentence) Aquí aprendemos qué formó la sombra: manos.

(after second sentence) Aquí aprendemos de dónde vino la luz: una lámpara.

(after third sentence) Aquí aprendemos que la luz de la linterna no llegó a esta parte de la pared, así que hay una
sombra allí.

12. C
Continue
ontinue rre
eading and p
paus
ause
e at the end o
off p
pag
age
e 21. Have students turn to a partner to ask one of the questions
posted on the board, or any of their own questions.

• What made this shadow?

• Where did the light come from?

• How was this shadow made?

13. T
Turn
urn tto
oppag
agee 22. Read aloud the text. Ask students if they found the answers to their questions in the book. Remind
them that sometimes they will \nd answers to their questions in the book, and sometimes they will not.

14. T
Turn
urn tto
oppag
agee2
233. Read aloud the text.

¿De qué manera son iguales todas las imágenes en esta página?
[Todas son oscuras. Todas son sombras. Todas están formadas por algo que bloquea la luz].

¿Qué cosa es igual sobre cómo fueron formadas todas estas sombras?
[Todas fueron formadas al bloquear la luz].

© The Regents of the University of California

12