Grade 3 Science — Term 2, Week 7
5 day-plan(s) · WeLearn JA SCI T2 G3
Day 1: How Shadows Form
Grade 3 Science · Term 2, Week 7 · 60 minutes
| Objectives | Explain shadows using straight-line light and blocking. |
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| Materials | Torch, objects, screen |
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| Key vocabulary | shadow, block, opaque, transparent, straight |
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| Engage (starter) | "Why does blocking light make a dark shape?" |
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| Develop (main) | Interactive: make shadows and test opaque, transparent, and translucent materials; link to straight-line light; tap-to-reveal shadow formation. |
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| Plenary (close) | What kind of material makes the clearest shadow? |
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| Assessment | Explains shadows. |
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| Teacher notes | Connects to light travelling straight. |
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Day 2: Changing Shadow Size and Shape
Grade 3 Science · Term 2, Week 7 · 60 minutes
| Objectives | Investigate how shadows change with the light and object. |
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| Materials | Torch, object, screen, ruler |
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| Key vocabulary | shadow, size, distance, position, change |
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| Engage (starter) | "How can we change a shadow's size?" |
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| Develop (main) | Interactive: move the light and object; measure how shadow size changes with distance; tap-to-reveal the pattern. |
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| Plenary (close) | How do we make a shadow bigger? |
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| Assessment | Investigates shadow change. |
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| Teacher notes | Simple measuring supports the idea. |
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Day 3: Shadows and the Sun
Grade 3 Science · Term 2, Week 7 · 60 minutes
| Objectives | Relate outdoor shadows to the Sun's position. |
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| Materials | Sunny space, chalk, object |
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| Key vocabulary | shadow, Sun, position, direction, time |
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| Engage (starter) | "How does your shadow change through the day?" |
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| Develop (main) | Interactive: trace shadows outside at two times; note direction and length; link to the Sun moving across the sky; tap-to-reveal. |
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| Plenary (close) | When are shadows longest? |
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| Assessment | Links shadows to the Sun. |
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| Teacher notes | Revisit the traced shadow later. |
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Day 4: Colours of Light
Grade 3 Science · Term 2, Week 7 · 60 minutes
| Objectives | Discover that white light contains many colours. |
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| Materials | Prism or water and mirror, torch, sunlight |
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| Key vocabulary | colour, rainbow, spectrum, split, light |
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| Engage (starter) | "Where do the colours of a rainbow come from?" |
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| Develop (main) | Interactive: split light into colours with a prism or water-and-mirror; link to how rainbows form; tap-to-reveal the spectrum. |
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| Plenary (close) | What colours are in a rainbow? |
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| Assessment | Describes colours of light. |
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| Teacher notes | Rainbows form when light passes through water drops. |
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Day 5: Review: Shadows and Colour
Grade 3 Science · Term 2, Week 7 · 60 minutes
| Objectives | Consolidate shadows and colours of light. |
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| Materials | Torch, prism, review cards |
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| Key vocabulary | review, shadow, colour |
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| Engage (starter) | "Shadow and rainbow challenge!" |
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| Develop (main) | Interactive: make shadows and split light at review stations. |
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| Plenary (close) | What makes a clear shadow? |
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| Assessment | Station accuracy. |
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| Teacher notes | Reinforce blocking straight-line light. |
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