DAY and NIGHT Sundial
Lesson Outcomes:
Students will be able to:
Describe changes in size and direction of shadows during a day
Describe apparent movement of the Sun across the sky from.
East to West each day and describe how shadows are made.
Plan and conduct an investigation of the effect of time of day on length and direction of shadows •
Record observations and measurements and construct a graph to represent their results.
Discuss and compare ideas about how shadows change during a day.
Use a column graph to represent findings.
Summarise results of an investigation.
MATHEMATICS. Statistics and probability.
Collect data, and organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069) .
Measurement and geometry.
Tell time to the minute and investigate the relationship between units of time.
(ACMMG062)
SCIENCE. Science understanding Earth and space sciences
Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048)
Science as a Human Endeavour
Science involves making predictions and describing patterns and relationships (ACSHE050)
Science Inquiry Skills
Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate (ACSIS055)
Communicating:
Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports (ACSIS060)
SOCE HISTORY AND CULTURE:
Historical questions and research.
Pose a range of questions about the past (ACHHS067)
Collecting, recording, evaluating and representing
Collect and record relevant geographical data and information, for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS020)Communicating
Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use g
geographical terminology (ACHGS024)
Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071.
Students will be able to:
Describe changes in size and direction of shadows during a day
Describe apparent movement of the Sun across the sky from.
East to West each day and describe how shadows are made.
Plan and conduct an investigation of the effect of time of day on length and direction of shadows •
Record observations and measurements and construct a graph to represent their results.
Discuss and compare ideas about how shadows change during a day.
Use a column graph to represent findings.
Summarise results of an investigation.
MATHEMATICS. Statistics and probability.
Collect data, and organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069) .
Measurement and geometry.
Tell time to the minute and investigate the relationship between units of time.
(ACMMG062)
SCIENCE. Science understanding Earth and space sciences
Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048)
Science as a Human Endeavour
Science involves making predictions and describing patterns and relationships (ACSHE050)
Science Inquiry Skills
Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate (ACSIS055)
Communicating:
Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports (ACSIS060)
SOCE HISTORY AND CULTURE:
Historical questions and research.
Pose a range of questions about the past (ACHHS067)
Collecting, recording, evaluating and representing
Collect and record relevant geographical data and information, for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS020)Communicating
Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use g
geographical terminology (ACHGS024)
Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071.
We have allready looked at the sun in relation to the earth and night and day.
We know the sun moves accross the sky from east to west and the earth tilts and rotates around the sun and we understand how we get the different seasons we did this in class with the lights out with a tourch and a globe and we have traced our shadows. We have allready explored this in the engage and explore phases of our unit of work in prior lessons, we will recap on this before our activity.
We will pretend the world has run out of power, this is a problem how will we tell the time, when we don't have batteries to make our clocks work.
In this lesson we are going to make sundials and record the findings.
Our class are going to discuss and look at ancient civilisations and how they may have told the time. We will briefly look at the ancient Romans, Greeks and Chinese, and their use of the sun as a tool. We will also briefly discuss how Indigenous clans followed weather patterns and seasons other then time of day. We will watch a youtube clip and do some research on the internet about how a sundial works, we will discover that where you are living on the Earth determins the position of our sundial.
We know the sun moves accross the sky from east to west and the earth tilts and rotates around the sun and we understand how we get the different seasons we did this in class with the lights out with a tourch and a globe and we have traced our shadows. We have allready explored this in the engage and explore phases of our unit of work in prior lessons, we will recap on this before our activity.
We will pretend the world has run out of power, this is a problem how will we tell the time, when we don't have batteries to make our clocks work.
In this lesson we are going to make sundials and record the findings.
Our class are going to discuss and look at ancient civilisations and how they may have told the time. We will briefly look at the ancient Romans, Greeks and Chinese, and their use of the sun as a tool. We will also briefly discuss how Indigenous clans followed weather patterns and seasons other then time of day. We will watch a youtube clip and do some research on the internet about how a sundial works, we will discover that where you are living on the Earth determins the position of our sundial.
We will need our science journal, pencil, black texta, clay, round pot lid aproximatly 200mm in diameter, paddlepop stick, compass, clock, newspaper, paint smocks, and a digital cammera.
We will need to do this on a sunny day in the dry season and we will need to carry out this activity when we don't have any other class interuptions as findings will need to be recorded every hour.
We will spread the newspaper on the desks and roll our piece of clay until flat. We will then cut our clay into circles using the pot lids, and mark on it N, S, E, W, to represent North, South, East and West. We will then measure where our centre line is and place our paddle pop sticks into the center of our clay discs. We will then take them outside to set hopfully this would be done by about 9:30am.
We will need to do this on a sunny day in the dry season and we will need to carry out this activity when we don't have any other class interuptions as findings will need to be recorded every hour.
We will spread the newspaper on the desks and roll our piece of clay until flat. We will then cut our clay into circles using the pot lids, and mark on it N, S, E, W, to represent North, South, East and West. We will then measure where our centre line is and place our paddle pop sticks into the center of our clay discs. We will then take them outside to set hopfully this would be done by about 9:30am.
When our sundials have set we will position them on the ground out of the way in direct sunlight. We will use the compass and clock to help us position our sundials to record acurate readings.
Throughout the day we will take photos and record in our books the position of the paddlepop sticks shadow every hour.We will mark with a texta the exact line of the shadow and write the coresponding time. Near the end of the day after our last reading we will turn our recorded information into a graph time and length of shadow.We could then decorate them with paint or textas and write the numbers on them. We can then take our sundials home and set them up somewhere we now have a compleatly environmentaly friendly clock.
Throughout the day we will take photos and record in our books the position of the paddlepop sticks shadow every hour.We will mark with a texta the exact line of the shadow and write the coresponding time. Near the end of the day after our last reading we will turn our recorded information into a graph time and length of shadow.We could then decorate them with paint or textas and write the numbers on them. We can then take our sundials home and set them up somewhere we now have a compleatly environmentaly friendly clock.
I believe this activity would be fun for the students because there is a lot of hands on experience with the clay and making something. when they get to decorate them it allows a bit of creative flair. They get to make something useful they can take home with them and show their families. They get to observe and witness it working. builds a sense of achievement.
They build knowledge and construct meaning from something they have accomplished, making it memorable.
they learn more about the plannet we live on.
They build knowledge and construct meaning from something they have accomplished, making it memorable.
they learn more about the plannet we live on.
This activity would probably fit into the Elabourate phase of a unit of work, as we have allready explored the sun and earth and shadows in the previous lessons..
REFERENCE:
Australian Curriculum assesment and reporting authority.
http://www.merlinsundials.co.uk
www.scootle.com Primary Conections Year 3 Day and Night.
http://www.steveirvine.com/sundial.html
REFERENCE:
Australian Curriculum assesment and reporting authority.
http://www.merlinsundials.co.uk
www.scootle.com Primary Conections Year 3 Day and Night.
http://www.steveirvine.com/sundial.html