# Make a shadow message

**Year 5 Science · Term 1 Weeks 5–6 · ten flexible starts, Days 21–30.**

## Start here

Choose a pretend shadow-picture, a message for a willing reader, or a light question for its own sake. Use a familiar, locally approved gentle lamp/torch, a broad opaque card and a pale page or screen. An adult can hold or position everything. Before discussing diagrams, invite one actual shadow observation: **“What do you notice? What would you like to change?”** Notice what the learner actually sees and chooses. An unclear shadow is a useful result too.

No lamp available or wanted? Begin with the [supplied idea model](SOURCE-MODEL.md), an exact spoken description, or an own question. This is a complete planning/source-response route; actual apparatus/observation components stay open. Keep a usual communication support available. No purchase, dark room, standing, grasp, public sharing or home trial required.

## Pick a useful next step

| Days | Practical work |
| --- | --- |
| 21–24 | Encounter a shadow, name the source/blocker/screen, make a straight-path model and choose a one-variable comparison. |
| 25 | New held C: own question/prediction/plan first; optional further actual work later. |
| 26–29 | Repeat when useful, record available results, try a new variable, consider limits and make/revise the chosen shadow design. |
| 30 | New held D: revise a different unperformed comparison plan; optional next component/later sitting. |

[Teacher scripts](LESSONS.md) · [preparation](MATERIALS.md) · [learner cards](LEARNER-CARDS.md) · [30 participation routes](PARTICIPATION-ROUTES.md) · [20 worked contexts](WORKED-CONTEXTS.md) · [ten free home offers and ten extras](HOME-AND-EXTRAS.md) · [eight print aids and exact alternatives](print/TEXT-ALTERNATIVES.md).

The 25-minute clock is a suggested start, not a completion test. Select, repeat, split or pause. Own questions and imperfect/inconclusive actual results are welcome. Do not require a numerical ideal projection, completed artwork, all choices, handwriting or speed to participate.

## Educator scope and first responses

An ideal point-source diagram uses **arbitrary model units**. A real lamp can have an extended source, ambient light and unclear edges; its result is not promised to equal a diagram. This pack supplies no actual experiment or learner observation. An adult trial, a learner observation of that trial, learner equipment operation, secondary-source information and a plan each have their own attribution. Paper alone does not establish actual inquiry or equipment use.

[Fresh learner briefs C/D](STUDENT-CHECKS.md) are separate from the [teacher key/rubric/next moves](teacher/KEY-AND-NEXT.md) and [generator model data](teacher/model-data.json). Give only the learner brief for first capture; retain source access/help honestly. An unfinished response is **not yet observed**: offer another short sitting; no completion-speed score. Capture one meaningful component before any optional next task or explanatory example.

[Exact Year 5 crosswalk](CURRICULUM-CROSSWALK.md) · [source/rights/local review](SOURCE-AND-RIGHTS.md) · [actual QA and portable reproduction](RUN-THROUGH.md) · [bound files](manifest.json). Partial national Year 5 and Queensland guidance opportunities; not a complete code, standard, year, school-day allocation or all-state programme. Author/computer/desk checks are not a classroom pilot or evidence of benefit.

Original expression © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Curriculum, font and other authorities retain their own terms; no endorsement.