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C.2013 STEAMEducation LessonBrief

SunDialsSTEAMLessonBrief-Chicago,IL

Studentsuseknowledgefromacrossthedisciplinestostrengthentheirunderstandingofeachsubject’scontentanditsrelatedcareersthroughtopicorthemeorientedrealisticproblembasedactivity-richlessons.

Theme:MovementofObjectsintheSky

SpecificTopicConceptwithinthattheme:RecordingthePassageofTimeandSundials

PROJECTIDEA+briefnotes&supplies

BASICCONCEPTSSkilllevel(GradeRange):4thGrade

SummaryofEssentialConceptsStudentswillplananddesign(T&E)asundialprototypein3-Dartthatwouldbeappropriatefortheirschoolgroundsbyacting(PE)outshadows,researchingthehistoryofsundials(SS),investigating(S)theapparentpathofthesun,measuringand(M)recordingtheshadowcastatvarioustimesofthedayandconvey(LA)theirideasintext.Thefinishedsundialwillshowschoolspirit/cultureastheyexpress(FA)theirideasthroughvisualartin3-Dsculptureoftheirsundialandthroughmusicastheycreate(Mu)lyricstoafamiliartunetopromotetheirsundial.

CoordinatingBasicPlanBeginthisprojectbyintroducingtheideabehindtheproject,whichistodesignasundialthatexhibitsschoolspirit/culture.Thegoalistocreateasundialprototype/modelthatwouldbeselectedastheworkingsundialfortheschoolyard.Tohelpwiththeunderstandingofsundials,studentswillfirstingymactoutshadows(PE)anddrawtheirshadowsastheybecomeahumansundial.Nextinsocialstudies,studentsresearchthehistorysundialstounderstandtheirbasicconceptanduseintellingtime(SS).Oncestudentshaveabasicunderstandingofsundials,theywillmakeobservations(S)byrecordingthetimeofdayandtheangle(M),lengthandplacementofshadowscastbythesun(S).Afterseveralobservations,studentswillpredictwhereashadowshouldbeforagiventimeofdayaswellasexplainhowtherotationoftheearthonitsaxiscausestheshadowtomovefromhourto

Science• EssentialConcept(s)–Commonobjectsinthesky

havepredictablepatternsofmovement.• Goal/Objectives-Studentswillmakeobservationsof

theapparentpathofthesunandpredictthismovement.Studentswilldesignandconstructasundialbasedonobservations.StudentswillrelatetheapparentpathofthesuntotherotationoftheEarthcreatingdayandnight.

• Standards–MICHIGAN:E.ST.E.2PatternsofObjectsintheSky-Commonobjectsintheskyhavepredictablepatternsofmovement.E.ST.04.22ExplainthatthespinoftheEarthcreatesdayandnight.• Careers–Astro-archaeologist,Heliologist,

Astronomer• Project–Throughtheirinvestigationstudentswill

answerthequestions:HowcanIusethemovementofshadowstotelltimeandmakeasundialtotelltime?Studentswillexplainhowthemovementoftheearthisusedtodeterminepassageoftimeasadayandnight.Studentswillobservethesunatdifferenttimesofday,itspositionintheskyandthepositionandsizeofashadowcastbythesun.Onsunnydays,studentswillrecorddataofthepositionandsizeofshadowoverperiodofatleastthreedaysatseveraltimesofday,suchas9:00,11:00and1:00.Theserecordingsshouldbequickandtakenomorethanfiveminutes.Havestudentstakeasheetofpaperfolditintoquarters,unfoldandtracethelines(seemath).Givestudentsastrawandtapetocreateagnomon.Bycomparingthepositionandlengthoftheirshadowsstudentswillcreateasundialand


hour.Mathwillbeusedtotomeasureandrecorddatafromthesundial.Studentswillusetheirunderstandingofmeasurement,lines,andanglestocollectdataandanalyzetheresultstodesigntheirownsundial(M).Onceinvestigationiscompleted,studentswillexplaintheirdesignplanthroughwritinginlanguagearts(LA).Fromtheplan,studentswillbegincreatingaworkingmodel/prototypethatcontainselementsof3-Dartthatcommunicatesschoolspirit/culture(T&E,FA).Lastlystudentswillwritelyricstoaknowntuneoraraptohelppromotetheirsundialastheonestudentsandadministrationshouldselectfortheschoolgrounds(Mu).Theendproductwillbeaworkingmodel-sizedsundial.Whenplacedoutsideonasunnyday,thesundialshouldshowtheapproximatetimeofday.Skilllevel:4thgradeTimingofLesson:Science–4–5daysDay1&2:1hourDay3-4:15minDay5:1hourMath–1hourSocialStudies–1hourLanguageArts–1-2hoursTechnology/Engineering–integratedintoallscience,math,andarttime.Art–2to4days,1houreachdaydependingonmediumusedfor3-Dprototype.Music–1to2hours

BasicSupplies:Science/MathCardstockpaper,paperplates,tape,straws,popsiclesticks,compass,protractor,rulerArt/EngineeringClay,plaster,plasterclothVariousmaterialsdependingonwhatthestudents/teacherwanttousetocreatetheprototypemodel.ToolsnecessarytoworkinmediumselectedAcrylicpaintP.E.

predictthepositionofthesun(orsundial)atagiventimeofday.

• Studentswillexplainthatastheearthturnsthesunappearstochangepositioninthesky.Thepositionofthesunhelpsusdeterminethetimeofday.

o http://lasp.colorado.edu/home/wp-content/uploads/2011/08/sundial.pdf

o http://www.proteacher.com/redirect.php?goto=3012Supplies

o http://www.teachertube.com/video/sundials-192825

o Equipment:Cardstockpaper,paperplates,tape,straws,popsiclesticks,compass,protractor,

• Assessment–Studentswillcreateasundialbasedontheirobservationsoftheplacementandlengthofshadow.Studentswillpredictthepositionofthesunforagiventimeofday.

• Extension-HowwouldyoursundialchangeifyoulivedattheequatororAntarctica?

Technology&Engineering• EssentialConcept(s)–Technology–Atimetelling

devicecanbecreatedusingthepositionofthesuninthesky.Engineering–Designingandbuildingasundialthataccuratelyindicatestimeofdayandexpressesschoolspirit.

• Goals/Objectives-Studentswilldesignandbuildasundialtousetopredictthetimeofday.

• Standards(MichiganTechnologyStandards)3-5.CI.3.Participateindiscussionsabouttechnologies(past,present,andfuture)tounderstandthesetechnologiesaretheresultofhumancreativity.EngineeringDesign3-5-ETS1-1Defineasimpledesignproblemreflectinganeedorawantthatincludesspecifiedcriteriaforsuccessandconstraintsonmaterials,time,orcost.3-5-ETS1-2Generateandcomparemultiplepossiblesolutionstoaproblembasedonhowwelleachislikelytomeetthecriteriaandconstraintsoftheproblem.3-5-ETS1-3Planandcarryoutfairtestsinwhichvariablesarecontrolledandfailurepointsareconsideredtoidentifyaspectsofamodelorprototypethatcanbeimproved.

• Careers–Theartofmakingsundialsdatebacktoancienttimes1500BC.Moderntechnologyofwatcheshasmadesundialsobsolete.However,many


5-footrope(1eachgroup)SidewalkchalkITResources:TEACHERRESOURCES• http://lasp.colorado.edu/home/wp-

content/uploads/2011/08/sundial.pdf• http://www.proteacher.com/redirect.php?goto

=3012Supplies• http://www.teachertube.com/video/sundials-

192825• http://www.sunclocks.com• http://www.wsanford.com/blog/?tag=sundials

STUDENTRESOURCES• https://www.timecenter.com/articles/when-

time-began-the-history-and-science-of-sundials/

• http://astronomerswithoutborders.org/awb-programs/arts-and-culture/astrocrafts/item/astrocrafts-sundials-nature-s-sun-clocks.html

• http://www.kidsgeo.com/geography-for-kids/0022-sundials.php

OtherResources:HANDOUTSincludedbelowDatacollectiontableWebQuestMisc.:(Extensions&Variations)Extension:connectwithaschoolintheoppositehemisphere.Competeprojecttogetherandcompareresults.Photos:

http://energywhiz.com/games_and_activities/sundials.php

sundialsarestillmadeandinuse.Architectsmayincorporateintobuildingdesign.Horologist(watchmaker),CivilEngineers,Sculptors,Heliologist,astronomers,guides,survivaltrainers,trappers,hunters,farmers,gardeners,astronauts,andsolarpanelinstallers.

• ProjectElement–T–studentswilluseacompasstofindmagneticnorthtoaligntheirobservationsandplacementofthesundial.Studentswilltracetheshadowscastanduserulerstomeasurethesizeofshadow.Usingawatch,studentswillrecordthetimeforeachshadowtraced.Aminimumofthreeobservationsshouldbemadeeachday.E-Studentswilluseexamplesofsundialstodesigntheirownthattheycanusetopredictthetimeandthepositionofthesunatanygiventimeoftheday.Thestudentswillhaveaccesstomaterialsincludingclay,plaster,andfoundobjectstocreateasundialfromtheirinvestigations.Thissundialshouldbeamodelsize,aprototype,forafullsize-workingsundialtobeplacedinthestudents’schoolyard.Studentswilltesttheirdesignandredesignforimprovements.SeeARTsectionforfurtherartisticdesignparameters.

• Assessment–T–Werethestudentsabletoattendtoprecisiontoaligntheirobservationswithmagneticnortheachtime?E–Werestudentsabletocreateasundialbasedontheirobservationsanduseittopredictthetime?Werestudentsabletosupporttheirpredictionwithcollecteddata?

• Extension–WhatchangeswouldyouhavetomakeifthesundialwasdesignedtoworkintheSouthernHemisphere?

Math• EssentialConcept(s)–Elementsofmath(i.e.,

geometry,lines,angles,anddata,arenecessaryinthedesignofasundialinordertomakeaccuratepredictionsoftimeandsunmovement.

• Goals/Objectives–Studentswilluseconceptsofgeometry,lines,andanglestohelprecorddata,designasundial,andmakepredictions.

• Standards–CommonCore:4.MD.5:Representandinterpretdata.Geometricmeasurement:understandconceptsofangleandmeasureangles.

• 4.G.1Drawpoints,lines,linesegments,rays,angles• (right,acute,obtuse),andperpendicularandparallel


http://www.learn4yourlife.com/earths-rotation.html

http://www.crayola.com/lesson-plans/human-sundial-lesson-plan/

http://lifestyle.howstuffworks.com/crafts/seasonal/summer/shadow-fun-activities2.htm

http://janestreetclayworks.com/tag/how-to/

orperpendicularlines,orthepresenceorabsenceofanglesofaspecifiedsize.

• Careers-GeomaticsEngineer,dataanalyst• ProjectElement–Intheirinvestigationstudentsneed

tofindthecenterofeitherapieceofcardstockorapaperplate.Throughthecentertheyneedtomakeperpendicularlinestotheendoftheirpaperorplate.Oneofthoselineswillbemarkednorth.Astickorstraw,calledagnomon,isplacedeitherattheintersectionofthelinesoratthetopoftheNorthline.Studentswillmeasure,label,andrecordthelengthoftheshadowinadatatablealongwiththetimeofday.Studentswillmeasuretheanglecreatedfromthenorthlinetotheshadowlineandrecordtheangleandtimeofdayinadatatable.Studentswillusethisdatatodetermineplacementofthehoursontheirsundialbyanalyzingthepatternsintheanglesandlengths.

• Assessment–Werestudentsabletocreateperpendicularlines?Werestudentsabletoaccuratelymeasurethelengthofshadowsandangles?Werestudentsabletousetherecordeddatatopredictplacementofhoursontheirsundial?

• Extension-Wouldwhereyouareonearth,latitudeandlongitude,changethelengthandanglesoftheshadow?Ifyes,inwhatwaywoulditchange?

LanguageArts• EssentialConcept(s)–Analyzedataanddevelopa

plan.Recordandconveyideasintext.• Goals/Objectives-Aftercompletingtheir

investigation,studentswillanalyzetheirdataanddevelopawrittenplantoconveyideasonhowtoconstructtheirsundial.

• Standards–CCC:W.4.2.Writeinformative/explanatorytextstoexamineatopicandconveyideasandinformationclearly.

• W.4.2d.Usepreciselanguageanddomain-specificvocabularytoinformaboutorexplainthetopic.

• Careers–TechnicalWriter,Researcher• ProjectElement–Studentsaretowritetoexplain

theirplanforcreatingasundialbasedontheirinvestigation.Studentsmustincludedatafromtheirinvestigationtohelpexplainandsupporttheirtechnicalstep-by-stepplantobuildtheirsundial.Adiagramofthesundialisincludedinplan.


http://www.plainlocal.org/olc/blog.aspx?id=52443&s=1207

Herrett.csi.edu/images/art/sundial

• Assessment–Werestudentsabletoexplaintheirplanforcreatingasundial?Didstudentsappropriatelyusedatatosupporttheirdesignplan?Didstudentsaccuratelyusevocabularyspecifictotheassignment?

• Extension–Challenge–writetechnicallywithoutusingthepronounsI,me,you,orwe.

SocialStudies• EssentialConcept(s)–Atechnologydevelopedlong

agocancontinuetoservepurposeincurrentandevenfuturecontexts.

• Goals/Objectives–Studentswillresearchthehistory,presentuseandfutureuseofsundialsthroughawebquest.

• Standards–C3Framework:D2.His.2.3-5.Comparelifeinspecifichistoricaltimeperiodstolifetoday.

• Careers-astronomers,historiansandarcheologist,cartographer,geographer,anthropologist

• ProjectElement–Throughaguidedwebquest,studentswillresearchforanswerstogivenquestions.Thesequestionsinvolvethehistoryofsundials,whomadethefirstsundials,thebenefitofsundials,andhowsundialsareusedtoday.Studentswillalsoresearchthedecorativenatureofsundialsovertimeandhowsundialswererepresentativeoflocalculturetoconsiderdesignelementsfortheirownsundialthatreflecttheschoolculture.Seeworksheetbelow.

• Assessment–Compareandcontrastwritingprompt:Howdosundialsfromthepastcompareandcontrasttotimekeepingoftoday?Howaresundialsusedtoday?Howmighttheybeusedinthefuture?

• Extension–Theartisticdesignofsundialsrepresentedthecultureofthepeopleatthetimethesundialwasmade.Researchthreesundialsofthepastand/orpresentandcomparethemtotheartstyleoftheirorigin.Whatdidtheartisticdesignrepresenttothepeopleofthatplaceandtime?Howdoyouthinksundialsmaybeused100yearsinthefuture?Howmighttheybedesignedandused?

FineArts• EssentialConcept(s)–Eachculturehasparticular

elementsthatcanberepresentedthroughart.• Goals/Objectives-Studentswillusecreative

elementstoincludeontheirsundialthatuniquely


representtheirschoolculture.• Standards-ART.VA.III.4.2Recognizethatartworkmay

servefunctionalpurposes,bepurelydecorative,orservemultiplepurposes.ART.VA.II.4.3Analyzeandcollaboratehowartistsexpressideasthroughtheuseofvisualculture,globalperspective,andsymbolsinworksofart.ART.VA.II.4.3Analyzeandcollaboratehowartistsexpressideasthroughtheuseofvisualculture,globalperspective,andsymbolsinworksofart.

• Careers-ModelMaker,Sculptor• ProjectElement-Studentswillincorporateacreative

elementfortheirsundialthatrepresentsschoolspiritandculture.Studentsmayuseanyappropriatemedium.Theprototypeshouldhavearadiusnosmallerthan3inchesandnogreaterthan6inches.Studentsmaychooseclay,plaster,papermache,andfoundobjects.

• Assessment–Werestudentsabletocreateaworkingmodelin3-Dart?Doesthe3-Dartcommunicateschoolspiritand/orthingsimportanttoschoollife?Wasthemediumselectedappropriatetotheassignmentandweretoolsandmaterialsusedappropriately?

• Extension–Compareandcontrast:Studentsresearchsundialsthatareinworldcities.Selectthreedifferentones.Studentswilladdressthequestions:Whereisthesundial,whodesignedit,andwhatisspecialaboutthissundial?Studentswillcompareandcontrastthedesignofthesundials:Howaretheythesameandhowaretheydifferent?

PhysicalEducation• EssentialConcept(s)–Thehumanbodycansimulate

agnomonbycastingshadowstocreateahumansundial.

• Goals/Objectives–Studentswilldemonstraterelationshipmovementconceptswithleading,following,mirroring,matchingandunison.Studentswillcreateahumansundial.

• Standards-M.MC.04.11demonstrateallrelationshipmovementconceptswithpeople(i.e.,leading/following,mirroring/matching,unison/contrast,solo,aloneinmass,partners,groups,andbetweengroups)withmatureformofselectedfundamentalmotorskillsincontrolled


settings.• K.MS.04.01applylimitedcriticalelementsofthe

followingnon-locomotorskills:balancing,bending,stretching,rocking,rolling,curling,twisting,turning,pushing,pulling,swinging,swaying,andlandinginisolatedsettings.

• Careers–Recreationaltherapist,recreationworker,fitnesstrainer,dancer

• ProjectElement–ThisPEelementincludestwodifferentrelatedactivities.Thebesttimeandplacetoperformtheseactivitieswouldbeawarmsunnydayoutside.Studentswillfirstpairuptocreatehumanshadows.Thisisnotjuststandinginthesuntocastashadow.Onestudentwillstandtobethesubjectandtheotherstudentwilllieonthegroundtobetheshadow.Thestudentstandingwillposeandthestudentonthegroundmustcreatetheshadowofthepose.Avariationofthiswouldbeashadowonthewall.Onestudentisthesubjectandtheotheristheshadowonthewall.Thiscanbecomearacetoseewhichteamcancreatetheshadowthemostquicklyandaccurately.Whendonewiththisactivity,studentswillcreatehumansundialsingroupsoffourstudents.First,createacircleonthegroundwitharadiusoffivefeet.Suggestedmethodofmakingacircleistohaveonestudentholdontoafive-footropeorstring.Haveanotherstudentattheotherendmarkmanypointaroundthecenterstudent.Thenjointhepointsintoacircleshape.Nextfindnorthtogetherasagroupandmarknorth.Onestudentwillstandatthecenterfacingnorthandtheotherstudentswilltracetheirshadowmarkingthetime.Gooutsideseveraltimesduringthedaytotracetheshadowandmarkthetime.Discussandpredictwheretheythinkthenextshadowwillbe.

• Assessment–Werestudentsabletodemonstrateallrelationshipmovementconceptswithpeoplewithleading,following,mirroring,matchingandunison?Werestudentsabletocreateahumansundial?

Music• EssentialConcept(s)–Musicandlyricscan

communicateconceptsandideas• Goals/Objectives-Studentswillcreatelyricsorrap

thatpromotestheirsundialprototypetothe


administrationandstudentbodyasthesundialselectedfortheirschoolgrounds.

• Standards–Mi:Standard2:Applyskillsandknowledgetocreateinthearts.ART.M.II.4.2Createthroughexploration,improvisation,andcomposition,answersthatarerhythmicandmelodic.ART.M.II.4.3Createthroughexploration,improvisation,andcomposition,melodicembellishmentsonfamiliarmelodies.

• Careers–lyricist,jinglewriter• ProjectElement–Studentswilleithercreatelyricstoa

familiartuneorcreatearapinrhythmicstyle.Thelyricswillpromotetheirmodel/prototypeofasundialthatdepictsgraphicsofschoollife.Thelyricsorrapwhenperformedorspokenshouldlastnolessthan45secondsandnomorethan2minutes.Ofcourse,allwordsshouldbeschoolappropriate.

• Assessment–Werethestudentsabletocreatelyricsorrapthatarerhythmictoappropriatelypromotetheirsundial?

• Extension–Performthelyricstomusicorrap.


NAME:___________________________

SHADOWDataCollectionTable:

Time Shadow Length

Angle from North Line

Observations


SUNDIALWEBQUEST NAME:__________________

DATE:__________________

Clickoneachlink.Thequestionsfollowingthelinkcanbeansweredfromthereadingonthatpage.

https://www.timecenter.com/articles/when-time-began-the-history-and-science-of-sundials/

1. Whataretheoldestknowndevicestotelltime?

2. Whatdoesasundialdependon?

3. Howisitusedtopredicttime?

4. Whowasthefirsttousesundials?

5. Howdidtheyusethistotelltime?

http://astronomerswithoutborders.org/awb-programs/arts-and-culture/astrocrafts/item/astrocrafts-sundials-nature-s-sun-clocks.html

6. Themostancientsundialgoesbackto________________________________.

7. Thefirstdevicetoindicatetimewasprobablythe__________________(whichmeans________________________________________.)

8. Thesunrisesinthe_________________andsetsinthe___________________

9. Peoplejudgedthetimeofdaybythe________________and_______________ofthestick'sshadow.


Beforeansweringthenexttwoquestions,read“HowDoSundialsWork”thoroughly.

10. Whatcausesasundialtonotbeaccurate,thesamefromdaytoday?

11. Whatdopeopledotomakeitmoreaccurate?

http://www.kidsgeo.com/geography-for-kids/0022-sundials.php

12. Inthepast,whatweresundialsusedfor?

13. Whendidpeoplesayitwasnoon?

14. Whattooktheplaceofsundials?

15. Aresundialsusedtoday?How?

Research:Chooseoneofthefollowingquestionstoresearchandwriteaparagraphanswer.Bereadytoshareyouranswer.

• Whattypesofpeopleincurrentsocietyneedtounderstandshadowsandusetheelementsofasundial?

• Whattypesofcareersaretheseskillsusefulfor?

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