TENNESSEE LESSON PLAN BUILDER

 

Lesson Title:                                                                                                                      STAGE OF LEARNING CYCLE:
 FOR THE TEACHER

Go to FOR THE STUDENT…

LESSON OVERVIEW

Students build sundials and observe changes in shadows over the course of one or more days. Students identify patterns in the shadows and discuss how shadows may be used to tell time. 

INSTRUCTIONAL GOALS

Students will be able to tell when their shadows will be the longest or the shortest.  They will be able to relate the movement of the sun to the changes in their shadows throughout the day.  Students will be able to measure the length of shadows using centimeters and/or millimeters.  If possible students can measure to the nearest 1/4 of an inch and then compare fractions.

 TN STANDARDS

SPI 4.7.3 -- Recognize that the length and position of a shadow are related to the location of the sun.

 

SPI 4.4.9 -- Select appropriate standard units to measure length, perimeter, area, capacity, volume, weight, time, temperature, and angles.

 

SPI 4.4.4 -- Measure length to the nearest 1/4 inch or nearest centimeter.

FORMATIVE ASSESSMENT

Students will be evaluated on the completion of their sundial.  Students will be evaluated on the accurateness of their measuring of the shadows.  Students will be asked to make a prediction as to where they think the shadow will be at a particular time in the future.  Students will  complete a data sheet and a question sheet based on their observations.

LESSON ORGANIZATION

Opening the Lesson:
_5_ minutes

Review information learned in the previous day’s activities when discussing how shadows are made.  Make predictions about sundials and how they are used to tell time.  Show various pictures of sundials from Sundial Sculptures

 

 

Developing the Lesson:
_20_ minutes

Create student sundials.  You will also need several 10 min. blocks of time for students to go observe and mark the movement of the sun throughout the day and to complete the appropriate area on the table worksheet.

Closing the Lesson:
_15_ minutes

Discuss data collected and make predictions as to where they think the shadow might be at a prescribed time in the future.  When that time comes.  Have them check their predictions.

TEACHING RESOURCES
  • 1 9-inch white paper plate per student
  • one 4-inch plastic straw per student
  • Regular and colored pencils
  • Rulers
  • Tape
  • Chalk
  • Scissors
  • Watch or clock
  • Data collection sheet
  • Question sheet

 

Making a sun clock

Online activities: The Shadow

Human sundials

Sundial sculptures

Shadow sticks and the sun

Projecting shadows

What’s your slant

The earth’s rotation

Time and the calendarhttp://hea-www.harvard.edu/ECT/the_book/Chap3/Chapter3.html

LAB SAFETY

Remind students to never look directly at the sun.  Permanent eye damage can occur.

ACCOMMODATIONS FOR SPECIAL LEARNERS

Those with physical limitations will need a partner to help them position their sundials.  If students are not able to measure to 1/4 of and inch they can measure using centimeters and millimeters.

ENRICHMENT ACTIVITIES

You can place your sundials outside at the same time for several days or weeks and see how the path of the sun changes over time.  Study different methods of measuring time by using a sundial or shadow sticks.