Science // Waves, Light & Sound
How Shadows Form
Recognise that shadows are formed when light from a source is blocked by an opaque object, and find patterns in how shadow size changes
Quick check
Can the learner make shadow puppets and explain why the shadow gets bigger when you move the puppet closer to the torch?
Ask this to see whether the topic is secure.
Topic // Mastery
What mastery looks like
- Explain that a shadow forms because an opaque object blocks light from reaching a surface
- Describe the pattern: shadow gets larger when object moves closer to the light source
- Predict the shape and relative size of a shadow given the position of light and object
Topic // Map
Where this fits
- RequiredMust come first
- HelpfulHelps, but not essential
Before this
3 topicsWaves, Light & Sound // Ages 6 to 7
Must understand opaque materials block light before understanding shadow formation
- Light & Seeing in the DarkRequired
Waves, Light & Sound // Ages 6 to 8
Must know light sources before understanding shadow patterns
- Light & Sound VocabularyRequired
Waves, Light & Sound // Ages 6 to 8
Explaining shadow formation requires 'opaque' and 'light source' vocabulary
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How Shadows Form
Ages 7 to 8 // Concept
Leads to
3 topics- Light Travels in Straight LinesRequired
Waves, Light & Sound // Ages 10 to 11
Must understand shadows before formalising that light travels in straight lines to explain shadows
- How We See ObjectsHelpful
Waves, Light & Sound // Ages 9 to 11
Shadow knowledge supports understanding how light interacts with objects
- ShadowsHelpful
Space Systems & Earth's History // Ages 10 to 11
Shadow formation knowledge supports measuring and graphing shadow changes
Topic // Research-informed
Teaching notes
From the Marble Skill Taxonomy. These notes have not been validated in classrooms, so treat them as a starting point for your own judgement.
The approach
For 7–8 year olds learning how shadows form: a shadow is the region where an opaque object blocks light from reaching a surface (the absence of light), NOT a reflection or dark copy of the object. The key teaching move is cognitive conflict — resize the shadow by moving the object toward or away from the light while the object itself stays the same size, something a reflection or copy could not do. Learners also run a measured fair test of the distance–size pattern (for a torch close by, closer to the light source = bigger shadow) and observe that the shadow always falls on the side away from the light. Observe the shadow where it falls on the wall rather than looking at the light itself. The full straight-line ray account of why the shadow matches the outline is formalised later.
Common misconceptions
- A shadow is a reflection or a dark image/copy of the object (so its shape must always match exactly, like a 'dark reflection').
- A shadow is a thing or object in its own right — it exists in the dark, just unseen, and is revealed by light.
- A shadow belongs to / comes from within the object and simply follows it around.
- Shadow size depends only on the size of the object, not on the object's distance from the light.
- Shadows only occur outdoors or only in the daytime.
- The object 'absorbs' the light and that is the shadow, rather than the shadow being the unlit region beyond the object.
Useful representations
- Torch–object–wall line-up in a darkened room, shadow cast on a blank wall
- Measured shadow with a ruler/tape measure and a results table of object-distance vs shadow-size
- Straight light lines grazing the object's edges to a screen (outline match)
- Predict-then-measure recording sheet with pattern sentence stems
Teaching practices
- Confront the 'shadow is a reflection/copy of the object' misconception head-on with cognitive conflict — e.g. resize the shadow by moving the object while the object itself stays the same, which a copy/reflection could not do.
- Teach the correct core idea explicitly: a shadow is the absence of light where an opaque object blocks light from reaching a surface.
- Run the distance–size pattern as a measured fair test in a darkened room against a blank wall (torch, ruler/tape measure), controlling which distance is varied.
- Use sentence stems for the pattern ('the closer the object is to the light source, the bigger the shadow') and predict-then-measure cycles.
- Surface prior ideas first with a diagnostic (e.g. BEST 'A penguin's shadow' / 'Making a shadow') and expect resistance — conceptual change needs repeated experiences, not a single telling.
- Reinforce that the shadow falls on the side away from the light and that the darkest shadows come from opaque objects (linking back to transparent/translucent/opaque).
Activities to try
- 1
Resize the shadow: a shadow is blocked light, not a copy
Why it works: A shadow is the absence of light where an opaque object blocks light from reaching a surface; it is not a reflection, dark copy, or an object the thing carries around. Its size changes as the object moves between the light and the wall while the object itself stays the same size, which fits blocked light rather than a fixed copy of the object.
- Set up a light source, an opaque shape (e.g. a star or toy), and a wall or screen in a darkened space so a clear shadow is cast on the wall.
- Slide the object toward the light and watch the shadow on the wall grow larger; slide it back toward the wall and watch the shadow shrink — noting the whole time that the object itself has NOT changed size.
- State out loud: the object stayed the same size, but the shadow grew and shrank as the object moved between the light and the wall, so the shadow is not a fixed dark copy of the object — it is the part of the wall the object is keeping the light off.
- Keeping the object and wall in place, move the light from one side of the object (e.g. left) across to the other side (right) and watch the shadow on the wall move the opposite way (the shadow always falls on the side of the object away from the light).
- Swap the opaque shape for a translucent one and observe the shadow go pale, linking back to transparent/translucent/opaque materials.
- 2
Measured fair test: the distance–size pattern
Why it works: Shadow size depends on the object's distance from the light source, not only on the size of the object; with a small nearby source (a torch), moving the object toward the light makes the shadow larger because it blocks a wider cone of spreading light.
- In a darkened room, use a torch, an opaque object, and a blank wall, with a ruler or tape measure to measure the shadow on the wall.
- Decide which single thing to vary — the object's distance from the torch — and keep the torch and wall fixed so it is a fair test.
- Before each trial, predict whether the shadow will be bigger or smaller, then measure the shadow and record object-distance against shadow-size in a results table.
- Complete a pattern sentence stem from the results, e.g. 'the closer the object is to the light source, the bigger the shadow'.
- Explain why: with the small nearby torch, closer to the source the object blocks a wider spread of the straight-travelling light, so the shadow grows.
- 3
Predict-explain-test: outline or copy?
Why it works: The shadow can only be a featureless dark outline, because it is the region where the opaque object blocked light from reaching the wall — it cannot be a picture (face/colours) of the object. A clear/transparent object lets light through, so it does not cast a dark shadow like an opaque one; without a light source there is no shadow at all.
- Look at a toy standing in front of a lamp casting a shadow on the wall. Predict whether the shadow will show the toy's FRONT — its face and colours — or only its outline shape, and say why BEFORE testing.
- Also predict whether the shadow gets bigger or smaller when the toy slides toward the lamp, and say why.
- Test both predictions and explain what you see.
- Consider the counterexample: if the toy were made of clear glass instead, would it cast the same dark shadow? Explain your reasoning.
- Consider: could there be a shadow with no light at all in the room? What does a shadow actually need to exist?
Topic // Standards
Curriculum standards
- The national curriculum in England: Key stages 1 and 2 framework document
- Y3.Sci.L.4Y3.Sci.L.5
Science // Waves, Light & Sound
More in Waves, Light & Sound
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- Communication with Light & SoundAges 6 to 7MethodDesign and build a device that uses light or sound to solve the problem of communicating over a distance
- Vibrations & SoundAges 6 to 9ConceptUnderstand that vibrating materials can make sound, and that sound can make materials vibrate
- Sound Travels Through MaterialsAges 8 to 9ConceptRecognise that vibrations from sounds travel through a medium (solid, liquid, or gas) to the ear
- Volume & VibrationsAges 8 to 9ConceptFind patterns between the volume of a sound and the strength of the vibrations that produced it
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- Pitch of SoundsAges 8 to 9ConceptFind patterns between the pitch of a sound and features of the object that produced it