Have teams of students secretly record their modeled shapes with the video camera and then challenge the other students to figure out the actual shape of the modeled clay by trying to duplicate the shape with a piece of clay themselves. This entire exercise can be done qualitatively with them. They can be led to see that lower angles make longer shadows. They may also want to note the length of their own shadows vs. their own height as well as the direction of their own shadows in the playground at different times during the school day. With older students, teachers can make the exercise more quantitative by plotting angle vs. shadow length or introducing simple trigonometry and then challenging students to calculate the height or depth of a surface feature based on the elevation angle of the incoming sunlight.
Older students can even use a flag pole to create a sun dial.
Have them mark the length and direction of the shadow that the flagpole casts at various times during the school day. Students can create tables to indicate whether the length of the ruler's shadow in inches is a function of the elevation angle of the light. Students may prepare an oral presentation to the class on what they think the object really looks like. Research and report on the public debate surrounding this image. They should use their modeling clay, light source and the video camera in the process.