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In this video the teacher gets her students
to use the school grounds to observe shadows at different times of the day and discuss
how they are formed.
I just want to ask you one thing. Do you see something following you throughout the day?
Shadows.
It follows you?
Yes ma'am.
Wherever you go?
Yes ma'am.
Yes?
Yes ma'am.
Alright. So, we will be observing shadows
today and we will go out, we will see if there is any change in the size and shape, or position
of shadows, and we will be studying this at different times of the day like we will go
and see how our shadow is in the morning or how the shadow of an object is in the morning.
We will go at 10 o'clock, and then afternoon we will go at 1 o'clock. Will that be interesting?
Yes ma'am.
Are you all interested in observing the shadows?
Yes ma'am.
No complaining, no fighting, okay. Listen
to each other. You will take up this first position. Here you can take up this pole.
Group II, four of you come here, four children, see the position of the Sun. Group III, that's
your brick.
Time 8:25 and length 56 cm.
Come on we will go for the next activity now. Students
Oh! It's shorter. [discussing] 9:55 a.m. 33 cm. [discussing]
[discussing] Yeah, what is the centimetre?
It's 24. It's 17 or 16? It's 24 cm.
What is the time?
12.59 pm.
[discussing]
The shadow was so big, and now it's so small.
So, how was this activity on shadows children?
Ma'am nice.
Good, nice. What is it that is so interesting about this shadows that you have been seeing
since morning?
Ma'am, in the morning first we see that the shadow is longer, then we come in, then we
go, then we come in afternoon the shadow is smaller and now after we come, the shadows
is too smaller.
Ma'am it is because of the Sun. Ma'am the Earth moves.
The Earth moves.
Yes, ma'am. Sun is at its own place, but the
Earth is revolving, that is why early in the morning we see the Sun here, but now it is
here and it also changes the position of the shadow also because early in the morning,
the Sun was over there and shadow was here, but now it is here.
All right, and where is the Sun when the shadow
is there, where is the Sun?
Ma'am there.
This morning children, the Sun was this side and where were your shadows formed?
Ma'am that side.
And at 10:30 when you came, I saw the Sun
here, was the Sun here?
Yes ma'am.
And where was the shadow formed?
Ma'am there ...
Right opposite, okay? Today we were playing with Sun, we were making observations out
in the Sun, but if you go home, if you light a candle or a bulb, you could use any source
of light and you could again observe the behaviour of the shadows, alright?
Giving clear instructions about what students
have to do outside the classroom ensures that other classes are not disturbed.
Working outside doing longitudinal studies of real phenomena helps the students to see
patterns in their data.