You could write each of the following words on the board, but I like to have them prepared on word cards with pictures to illustrate them: walk, slide, climb. I ask students to stand with a partner and to pantomime actions as you say each word.
I ask the students: What part of our body moves when we WALK? (our feet) Where do we see a slide at school? (on the playground) Slide also means to move slowly across something. Everyone put their hands together flat, like we are going to clap. Now move one hand up and the other hand down so your hands slide across each other. (demonstrate if necessary) Everyone say slide. (students echo ‘slide’) What is something you can climb? Do we climb up? Down? Both?
I introduce the cause effect graphic explain to students what it helps us identify and understand. I say: Today we will be looking for what happens with our shadows and why those things happen to our shadows. We call the reason the ‘cause.’ Everybody say CAUSE. (students chant ‘cause’) What actually happens to the shadow is called the ‘effect.’ Everybody say EFFECT. (students chant ‘effect) I say: For example, if our classroom door opens, that would be the EFFECT. What can cause our classroom door to open? (Let students answer) When we walk to our room in the morning I open the door for our class. What is the effect, the result, of me opening the door? (Let students answer)
I begin reading Shadows, pp. 1-8 today. I stop on p. 2 and ask students what the cause and effect relationship is that we see on this page. Most students cannot extract it so I prompt them with the cause. Say: On this page we read that ‘The bright sun shines on me, but it can’t shine through me.’ I am going to write that under our CAUSE column on our map. (write that in first circle) What happens as a result of that sunlight being blocked? I let students try to answer. If they cannot, I guide them towards the answer. (a shadow forms on the ground)
I review the circle map from yesterday and add more ideas to it. Students will write again in their journal “We see the ___ and the shadow.” They will need to read off of the map to complete their sentence.
I have also used the Cause/Effect picture prompts as an extended learning opportunity. We discuss what the Cause is and then brainstorm possible Effects. For example, there might be a big splash in the pool after the girl dives into the water. We draw a big splash in the square and that represents the Effect. We then practice talking off this map with sentences like The girl dove/jumped into the water, so there was a big splash. Or we might say, Because the girl dove/jumped into the water, there was a big splash.