Lesson 1 Introduction to Light & Shadows Light & Shadows...

Lesson 1 – Introduction to Light & Shadows

Light & Shadows Unit

Date Wednesday, March 19th, 2014, 1:00pm – 1:45pm

Subject Area Science

Cycle/Year Cycle 1 / Year 1

Duration 45 minutes

Group size Entire class, small groups

Materials Shadow Informational text

Flashlights

Paper & pencils

Overhead projector

Computer for PBS Curious George: http://www.youtube.com/watch?v=7yYRL0Ufdvo

Competencies To explore the world of science and technology

Topics Earth & Space Systems & Interactions Light & Shadow Describe the influence of the apparent position of the sun on the length of shadows

Material World Matter Properties & Characteristics Describe how shadows form when solid or opaque objects block light

Concept Map

Essential Q Why do shadows change?

Lesson Objectives

Investigate light and sunshine through the patterns found in shadows. They will be able to:

Identify three things needed to produce a shadow (light, solid objects and a surfaces on which to project a shadow)

Conclude that a shadow always falls opposite the light source that creates it

Infer from observations that shadow changes are caused by changes in the position of the light source

Demonstrate that shadow size depends on the distance between an object and its light source and length depends on the angle at which light shines on an object

Formulate explanations or solutions using scientific or technological language and find

was to validate them (how to change the shape of a shadow)

Develop the following process skills: o Comparison skills – Compare the shape of a shadow in different conditions o Hypothesis skills – Hypothesize why shadows change. o Communication skills – Communicate ideas and justify explanations

https://exchange.mcgill.ca/owa/redir.aspx?C=6H9msNxjLUKvMFa6aFXA1tLMngWjFtEInH10tYa5zmDY7Z00HyXwNjZigqcQ5km5a_N8r8VZAf4.&URL=http%3a%2f%2fwww.youtube.com%2fwatch%3fv%3d7yYRL0Ufdvo

Lesson Plan

Engage 15 minutes

At their desks, show Curious George clip (only the section 5:38 - 7:22 – have prepped) http://www.youtube.com/watch?v=7yYRL0Ufdvo Then transition to the carpet to talk about what happened to Curious George. Ask:

What was Curious George seeing in the window? Why did Curious George turn on the lights? What happens when Curious George turns the flashlight on? Curious George wanted to show everyone what he could do with a flashlight. Do you

want to try to make shadows, too? To elicit prior knowledge, say: Before we can experiment, first we have to think about what we already know about shadows? Add responses to the “What we know about shadows” chart. Then, probe their preconceptions further with these or similar questions:

When have you seen a shadow? Where? Are there shadows at night? Are there shadows inside? How are shadows created? What is needed? Do shadows ever change? How? What do you need to create a shadow?

Inform students that we’re going to explore how to make shifty shadow shapes. Add questions (example below) to the “What we want to know about shadows” chart.

How can we change the shape of a shadow? OR Can a shadow change shape?

Exploration 15 minutes

Inform students that they will be shifty shadow scientists today as they investigate shadows. Students will work at their tables alone or in pairs, depending on number of flashlights. Students must use the Shifty Shadows Investigation Journal worksheet to explore their hand’s shadow. Invite students to share their findings and demonstrate how they changed the shadow. Discuss.

Explanation 15 minutes

Read Informational Text called Shadows. Add new facts to the “What we learned about shadows” chart

Elaborate Next lesson

During the ICT period, students will investigate an interactive website as an extension on the exploration they did with flashlights. They will make predictions and test them. Review quiz. http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/light_shadows/play/

Evaluation Student Observation Log will be used to record students’ developing understandings about shadows. Shadow Homework reinforces that shadows need a light source, object and surface.

Professional Objectives

Professional Competencies:

Professional Competency 2: To communicate clearly in the language of instruction, both orally and in writing using correct grammar, in various contexts related to teaching.

Professional Competency 4: To pilot teaching/learning situations that are appropriate to the students concerned and to the subject content with a view to developing the competencies targeted in the programs of study.

Professional Competency 6: To plan, organize and supervise a class in such a way as to promote students’ learning and social development.

Indicators that I have met my objectives:

Students will be able to name the three components necessary for making a shadow

Students will observe the effect of light on a shadow

Students will begin to understand the significance of the position of the light source

Differentiation Observe student discussions in groups and assist in ensuring all participate in group investigations and/or in whole-class discussions. Encourage practicing problem-solving skills.

https://exchange.mcgill.ca/owa/redir.aspx?C=6H9msNxjLUKvMFa6aFXA1tLMngWjFtEInH10tYa5zmDY7Z00HyXwNjZigqcQ5km5a_N8r8VZAf4.&URL=http%3a%2f%2fwww.youtube.com%2fwatch%3fv%3d7yYRL0Ufdvo

http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/light_shadows/play/

Student Observation Log

Indicate level of understanding during discussions and group work Science: Shifty Shadows

Student Name Observations

Abigail

Adrien

Alaska

Alec

Anaya

Anna

Antoine

Callum

Eva

Jack

Jayson

Jemima

Justin

Kristina

Lesia

Liam

Mathias

Matteo

Mia

Nicolas C.

Nicolas L.

Polinne

Serena

Vincent

= Exceeds expectations = Meets expectations G = Needs Guidance H = Needs Help

Scientist Name: _______________________

Investigation Journal

Shifty Shadows

Materials:

Problem:

Can we change our hand’s shadow to make it look…

bigger? smaller?

Find a Shadow Homework Name _____________________

Find a shadow in your home. Draw the shadow and the three things

needed to make a shadow. Label your drawing by writing these four

words where they belong:

Light

Surface

Shadow

Object

Observation:

_____________________________________________________

_____________________________________________________

Lesson 2 – Objects & Shadows: Transparent, Translucent and Opaque


Date Wednesday, March 26th, 2014, 1:00pm – 1:45pm



Duration 45 minutes

Group size Entire class, small groups, individual

Materials Pencils, erasers

Observation Centres (x2) - Flashlight, objects: toy, cup, block, ruler, plastic bag and lid

Decision Centres (x2): cut out cards in envelopes for decision centres (x12), glue sticks (x4)

Creation Centres (x2): construction paper water droplet cutouts, contact paper, tissue paper squares, chalk

Tracing paper, plastic, tinfoil

Overhead projector and board

Light and Shadows Centre Booklet: decision, observation and creation centres


Topics Material World Matter Properties & Characteristics Describe how shadows form when solid or opaque objects block light

Essential Question

Why do shadows change? (OBJECTS)

Lesson Objectives

Investigate transparent, translucent and opaque objects and their shadows. They will be able to:

Identify three things needed to produce a shadow (light, object, surface)

Conclude that a shadow is lighter or darker depending on the object.

Formulate explanations using scientific language and find was to validate them (how to

change the darkness of a shadow)

Develop the following process skills: o Comparison skills – Compare the shadows of different objects o Prediction skills – predict which objects they think will be transparent, translucent or

opaque and test their predictions. o Hypothesis skills – Hypothesize why some shadows are darker (more light is

blocked). o Communication skills – Communicate ideas and justify explanations

Lesson Plan

Engage 5 minutes

Invite students to sit at their tables facing forward.

Show students three sheets (tracing paper, tinfoil, and plastic). Ask what they observe about the sheets.

Next, invite students to observe the shadows. Show on the projector. Ask what they observe about the shadows. How are they different? (darker, lighter) Why are they different? (more light is blocked, all light can pass through)

Finally tell students that when all the light can pass through an object it is transparent. When some light can pass through, but a shadow is formed because some light is blocked, it is translucent and when the object blocks all the light and no light can get through it is opaque.

Ask, which of these sheets is opaque? Which is translucent? Which is transparent?

Have paper passer handout booklets and they can begin writing name and words on cover.


There are three different types of centres and each has its own page. You will get 10 minutes at each centre. It is the same deal as with thurs/fri centres. When I ring the bell at the end of 10 minutes, the first table clean and standing behind their chairs gets a check mark and then I will explain where to go next and when I ring the bell you start.

At table 1 & 2 is a decision centre. You open to the page in your booklet with that name at the top and take the cards from the envelop. You then decide if you think the object on the card is translucent, transparent or opaque and glue it into the correct column in the booklet. Last, you complete the sentence at the bottom of the page based on what you know. You each have to complete your own page, but you may discuss decisions with teammates.

At table 3 & 4 is an observation centre. Here you work as a group. First you take the objects and sort them in the bins based on where you predict they belong. Then you test your predictions using the flashlight. Take turns holding the flashlight and the objects. If there are 8 objects and 4 people how many times does each person get to hold the flashlight? Use the sheet in your booklet to record your result and complete the sentence at the bottom based on your observations.

At table 4 & 5 is a creation centre. Here you work on your own (in partners?) to create a shadow droplet. To do this you take tissue paper and stick it to the sticky paper inside the droplet outline that I have cut out for you. As it is now, is the sheet transparent, translucent or opaque? If I put one piece of tissue paper is it transparent, translucent or opaque? And if I layer two pieces together is it transparent, translucent or opaque? Where is the darkest shadow created? Why? Should the whole thing to be dark? In your book is says to make the droplet mostly translucent, a little opaque and rarely transparent. What does this mean?

Exploration 33 minutes (10 per station with a minute between each)

When I hand you your station you may turn to the correct page and begin. Remember you only have 10 minutes at each station and everything should be completed by the end, so stay focused and don’t distract others. I will ring the bell at the end of the 10 minutes.

Walk around and observe/assist with process. One teacher should stay with the creation tables and the other rotates between the four others. Ring bell, check tables, switch, bell.

Elaborate When an opportunity arises, review their findings as a class and observe the shadow droplets.

Evaluation Student Observation Log will be used as an oral record of students’ developing understandings about shadows. The sentences in the Light and Shadows Booklet will be used to evaluate understandings expressed in writing. Feedback will be written in the booklet and provided orally.







Students will be able to name the three object types (transparent, translucent & opaque)

Students will observe the effect of object type on its shadow

Students will begin to understand how to create the darkest shadow.

Differentiation Walk around as students work to ensure understanding and cooperation. Encourage students to ask teammates to explain before asking a teacher.

Scientist’s Name: ______________________

Light and Shadows How do you make shadows

lighter or darker?

Grade One Shadow Scientists try to

solve this problem using objects that are:

_____________________ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Transparent _____________________

_____________________ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Translucent _____________________

_____________________ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Opaque _____________________

Creation Centre

Transparent, Translucent, and Opaque!

Create a shadow droplet that is...

Mostly translucent

A little opaque

Rarely transparent

Write your name with chalk on the outline of your

shadow droplet.

Transparent, Translucent, or Opaque? 1. Predict if each object is transparent, translucent

or opaque by sorting them into the bins.

2. Use the flashlight to test your predictions.

3. Record the results below.

Object Transparent Translucent Opaque

Toy

Cup

Block

Ruler

Plastic bag

Lid

________________ makes the darkest shadow,

because _________________________________.

Decision Centre

Transparent, Translucent, or Opaque? Take an envelope and sort the cards into the columns based

on how much light you think can pass through the object.

Transparent (allows all light to

pass through)

Translucent (allows some light to

pass through)

Opaque (allows no light to

pass through)

I think ______________ would make the darkest shadow,

because _______________________________________.

Tree

Drinking glass

Eye glasses

Hand

Plastic bottle

Shower curtain

Window

Lampshade

Sunglasses

Desk

Brick wall

Stained-glass

Lesson 3 – Shadows & the Sun’s Position


Date Wednesday, April 2nd, 2014, 1:00pm – 1:45pm



Duration 45 minutes (plus 5 minutes during each outside time for tracing and short questions)

Group size Entire class, Individuals

Materials Chalk

Moonbear’s Shadow

Flashlight & object

Pencils & erasers

Overhead projector

Light and Shadows Sun Handout


Topics Earth & Space Systems & Interactions Light & Shadow Describe the influence of the apparent position of the sun on the length of shadows


Essential Question

Why do shadows change? (OUTSIDE)

Lesson Objectives

Investigate light and the position of the sun through the movement of shadows. They will be able to:

Identify three things needed to produce a shadow outside (sun, object to block the light and the ground)

Conclude that a shadow always falls opposite the light source that creates it

Infer from observations that shadows change based on changes in position of the sun

Demonstrate how shadow length changes throughout the day (based on sun position)


change the shape of a shadow)

Develop the following process skills: o Comparison skills – Compare the shape of a shadow in different conditions o Hypothesis skills – Hypothesize why shadows change. o Communication skills – Communicate ideas and justify explanations

Lesson Plan

Engage 15 minutes during outside time (account for time to change after recess)

Trace Shadows Outside: Inform students in morning message that they will be shifty shadow scientists again today as they investigate how shadows change outside.

At end of morning recess (10:25), stand at top of stairs and invite a student to trace my shadow. Write stamp in head. Ask, is my shadow long or short? Don’t supply answer, say: we will observe my shadow a few more times to see if our answer changes.

At end of lunch recess (12:55), stand in same spot and invite a new student to trace my shadow. Write the time in head. Ask students, what is different about the two shadows? What is the same? Can you tell it is my shadow? Why, why not? How does my shadow look different when I’m standing on the ground and when I jump? Compare the position of the sun now compared to where it was for the first shadow. (Low? High?)

At the end of the day (3:10), stand in same spot and trace again. Ask what they notice now.

Exploration 15 minutes

Read Moonbear’s Shadow on carpet. Ask students to listen to the story as shadow scientists. Think about where the light is and where the shadows are when you look at the pictures. When finished reading, discuss the book:

What makes Moonbear’s shadow?

Why does Moonbear want to get rid of his shadow?

How does he try to get rid of his shadow? Why doesn’t it work?

What happens to Moonbear’s shadow when he hides behind a tree? Why?

Why does Moonbear’s shadow disappear when he buries it?

Why does Moonbear’s shadow appear longer at certain times of the day and shorter at other times? (show the page with the sun moving across the sky – discuss position: high/low)

Tell students that they will continue to be shifty shadow scientists as they use what they have observed outside and in the book to draw the shadow of a tree at different times of the day. Show the Light and Shadows Sun Handout. Ask students to identify the different parts. Dismiss students to their seats by table.

Explanation 20 minutes (10 for group and 10 for individual)

Show scan of the Light and Shadows Sun Handout. Complete a few sections as a class.

Invite students to think about where the shadow would be in the morning (then afternoon and night) and not to call out because I will be inviting a quiet student to draw on the board. Only a few people will get to draw on the board, but everyone should contribute ideas and then everyone will have the chance to draw on their own sheet.

Quickly ask questions when they draw the shadow about where the shadow is (on the ground), how dark it is, if you can see details like leaf colour, if it’s attached to the tree…

Once students have explored, discussed, and reached a general consensus based on scientific understanding, invite the paper passer to pass out the papers, and someone to pass out pencils and erasers. Students must complete the sheet (3 answers have been provided on the board) and write one sentence.

Ask them to write ONE sentence at the bottom of the page which completes this prompt: Shadows shift outside because

Elaborate Thurs. lesson: 20min full group 15min individual

During the ICT period, students will investigate an interactive website as an extension on the exploration they did with flashlights and observations of the sun’s movement and position in the sky. They will make predictions and test them as a class and then experiment on their own. http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/light_shadows/play/

Evaluation Student Observation Log will be used as an oral record of students’ developing understandings about shadows. The drawings and sentence from Light and Shadows Sun Handout will be used to evaluate understandings expressed in media and in writing. Feedback will be written here.







Students will be able to name the three components for making a shadow outside

Students will observe the effect of the sun on shadow length/direction

Students will begin to understand the significance of the position of the light source

Differentiation Walk around as students work individually to ensure understanding. Model with flashlight at tables. Use flashlight and object to show the sun at the different hours to get them thinking.

http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/light_shadows/play/

Shifty Shadows and the Sun

In each picture, look at the position of the sun and draw in

the shadow of the tree.

Lesson 4 – Phases of the Moon

Light & Shadows Unit Planetary Systems

Date Wednesday, April 9th, 2014, 1:00pm – 1:45pm



Duration 45 minutes


Materials The Moon

Bike reflector

Flashlight

Earth’s globe and “moon”

The Sun, the Earth and the Moon worksheet

Pencils & erasers

The Moon for Kids 1/3 Video: https://www.youtube.com/watch?v=gHlMReTpJXw


Topics Earth & Space Systems & Interactions System involving the sun, the Earth and the moon Associates the sun with the idea of a star, the Earth with the idea of a planet and the moon with the idea a natural satellite


Essential Question

Why does the moon change shape?

Lesson Objectives

Investigate how the phases of the moon are caused by the Sun and the movement of the Earth and the Moon. They will be able to:

Identify the general terms for the Sun, the Earth and the Moon (star, planet, satellite)

Conclude that the Moon reflects the Sun’s light.


explain the phases of the Moon)

Develop the following process skills: o Observation skills – Observe the effect of the Sun on the shape of the Moon o Comparison skills – Compare the different phases of the Moon o Communication skills – Communicate ideas and justify explanations

Lesson Plan

Engage 15 minutes

Sit at tables to discuss the Sun, the Earth and the Moon.

*If students are excited and want to share a lot when asked what they know about the

Sun, the Earth and the Moon, have them think – pair – share. They will be given a minute

to think about all they know or have observed. When I say share, they can tell the people

at their table their thoughts and write them down, or have a partner write down what was

shared on a place mat divided into 4 quadrants. Collect and continue with information. Ask: What do you know about the Sun? Review:

The Sun is a star and makes its own light. It is the closest star to us, that is why it looks

so big and bright. The Sun is very hot and gives us light and heat.

Ask: What do you know about the Earth? Review:

https://www.youtube.com/watch?v=gHlMReTpJXw

The Earth is a planet that spins on its axis (show globe). That is what gives us day and

night. It takes 24 hours for the Earth to do a full rotation, also known as a day and a

night (show with flashlight and globe – dark and light sides). The Earth also orbits

around the Sun. This is what gives us the seasons. It takes 12 months, or an entire year

for the Earth to orbit the Sun. Ask: What do you know about the Moon? Read parts of The Moon to learn more.

The Moon reflects the Sun’s light. Show with flashlight and bike reflector.

Moon is a satellite that orbits around the Earth. It takes almost one month for the moon

to make one full orbit around the Earth and we only ever see one side of the moon.

(Show by holding ball and turning in a full circle - I am Earth).

Students enact the three parts of this system using their bodies: the Sun, the Earth, & the Moon.


Show video to explain concepts in more detail about why the moon looks like it is changing. https://www.youtube.com/watch?v=gHlMReTpJXw Show current month lunar calendar to help explain the phases of the moon.

Explain that there will be a total lunar eclipse on April 14-15 while we are sleeping. Lunar eclipse is when the Earth blocks sunlight and casts a shadow on the moon.

There will also be a solar eclipse at the end of this month when the Moon casts a shadow on the Earth when it comes between the Earth and the Sun.

Exploration

Explain The Sun, the Earth and the Moon worksheet.

Page 1 – fill in the blank sentences. Find the word that best fits in the sentence. Explain that they may start working on the first page silently as the teacher is walking around to each table to show a model of what the Sun will look like shining on the Moon as it orbits the Earth. Each table will have a turn, but we will come to your table last if you are not being super star students and are distracting your neighbors or getting up out of your chairs without first raising your hand. You may begin when you have a pencil and paper.

Page 2 – Write any other information that you knew or learned on the back on the sheet.

Elaborate Provide a handout with the moon phases poem and phases of the moon from current month.

Evaluation Student Observation Log will be used as an oral record of students’ developing understandings about shadows and the planetary systems. The Sun, the Earth and the Moon worksheet will provide feedback on understanding of vocabulary and understanding.



PTC 2: To communicate clearly in the language of instruction, both orally and in writing using correct grammar, in various contexts related to teaching.

PTC 4: To pilot teaching/learning situations that are appropriate to the students concerned and to the subject content with a view to developing the competencies targeted in the programs of study.

PTC 6: To plan, organize and supervise a class in such a way as to promote students’ learning and social development.


Students can explain that the sun is a star, Earth is a planet & moon a satellite. Students begin to understand the moon orits Earth and reflects a different amount of sun.

Differentiation Walk around as students work to ensure understanding. Encourage students to ask teammates to explain before asking a teacher. Explain model more for students needing guidance.

https://www.youtube.com/watch?v=gHlMReTpJXw

Student Observation Log

Indicate level of understanding during discussions and group work Science: The Moon, the Earth and the Sun

Student Name Observations

Abigail

Adrien

Alaska

Alec

Anaya

Anna

Antoine

Callum

Eva

Jack

Jayson

Jemima

Justin

Kristina

Lesia

Liam

Mathias

Matteo

Mia

Nicolas C.

Nicolas L.

Polinne

Serena

Vincent



The Sun, the Earth and the Moon

The Sun is a ______________.

Sunlight ______________ off the Moon.

The Moon is a ______________ of the Earth.

Earth is a ______________.

The Moon ______________ around the Earth.

The ______________ of the Moon follow the same pattern about

every four weeks.

satellite

phases

orbits

planet

star

reflects

Name:

What I learned about

the phases of the moon...

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

The Moon Phases Poem by Betty Sanchez

The moon is a sphere, big and white

It loves to reflect the sun’s bright light.

It goes on a journey every 28th day Around the Earth, a hide and seek game it will play.

In the beginning, it is new

Out of sight from me and you.

Then it waxes in white as it grows on its right

Waxing crescent and quarter, then gibbous too When Full, the phases are halfway through!

Now it flips to the left and starts to wane

As it fades away in its orbit lane.

Waning gibbous and quarter then crescent too It’s completed its orbit and back to New!

Lesson 5 – Sundial

Light & Shadows Unit Planetary Systems

Date Wednesday, April 15th, 2014, 1:00pm – 1:45pm



Duration 45 minutes


Materials What Makes Day and Night? Information book

Lamp

Our Planet is a Sundial video: http://www.youtube.com/watch?v=njQg_AFg1SE

Sun Fun Activity (making a sundial) http://www.youtube.com/watch?v=pML8sosbHsU

24 paper plates

My Sundial: I Tell Only Sunny Hours Template

Unsharpened pencils


Topics Earth & Space Systems & Interactions System involving the sun, the Earth and the moon Associates the sun with the idea of a star, the Earth with the idea of a planet and the moon with the idea a natural satellite

Earth & Space Systems & Interactions Light & Shadow Describe the influence of the apparent position of the sun on the length of shadows

Essential Question

What creates day and night? and How can we tell time using the sun?

Lesson Objectives

Investigate how the Earth’s rotation, the sun and shadows create day and night and can be used to tell time. They will be able to:

Identify how the Earth’s rotation creates day and night.

Conclude that the sun and shadows can be used to tell time.

Formulate explanations using scientific language.

Develop the following process skills: o Observation skills – Observe the effect of the Earth’s rotation on the apparent

movement of the sun and the movement of shadows. o Comparison skills – Compare shadows at different times of the day o Communication skills – Communicate ideas and justify explanations

Lesson Plan

Engage 15 minutes

Sit in a circle on the carpet.

Read What Makes Day and Night?

When it gives instructions, ask the students to stand and help demonstrate the Earth’s

rotation and what day and night looks like. Explain that you will be using the ipad to

record them to create a helpful video explaining how the Earth rotating around the sun

creates day and night and the effect of the sun looking like it is moving across the sky.

Place lamp in centre of circle – ask a student to turn off the lights. Students start by

facing the lamp. This is day time (Ask: What time is it when our part of the earth is facing

the sun directly and it is right over top of our heads?)

Then turn our backs to the sun. What time of the day is it now?

Finally, we will begin early in the morning by turning our side to the sun. When it is early

http://www.youtube.com/watch?v=njQg_AFg1SE

http://www.youtube.com/watch?v=pML8sosbHsU

in the morning, the sun looks like it is rising from the West, but really the Earth is just

turning and we are not yet facing the sun full on.

Next, rotate to face the sun. What happens when our Earth rotates? The sun is high

over our heads and very bright.

Then, if we keep rotating so our other side is facing the sun, it is like a sunset and the

sun looks like it is setting in the East. How bright is the sun now?

Last complete the turn that would normally take 24 hours and we are in nighttime again.


Move to desks. Discuss:

We now have a better idea about why there is day and night, but sometimes instead of saying it’s mid-day I say it is noon or twelve o’clock. How do I know that it is twelve o’clock? (sun, clock..) What about before we had clocks, what do you think people used?

Just like you, they understood that the Earth rotated, and just like you did when we went outside and traced me, they watched how shadows changed as the Earth rotated (some people wrote that shadows changed because the sun moves across the sky, but what actually is happening? (Earth rotates, so the sun just looks like it is moving as the Earth turns first towards and then away from it.)

So if we understand the Earth’s rotation and we understand shadows, then we can put them together and find a pattern with the shadows that we can use to tell time. Why is it important to be able to tell time?

Well, long, long ago before they had invented clocks like the one on the wall, they created something called a shadow clock or sundial. They recorded the shadow of a rod or stick in the ground and watched as the Earth rotated and sun’s position in the sky changed, the shadow changed, too.

Our Planet is a Sundial video at :20 - http://www.youtube.com/watch?v=njQg_AFg1SE

Who wants to make a sundial? Use template to create.

Explain using: Sun Fun Activity video http://www.youtube.com/watch?v=pML8sosbHsU

Exploration Make the sundials and explore at home. Show how to set it up, pick time, tape down, observe.

Elaborate Discuss oobservations about what they learned using a sundial at home.

Evaluation Student Observation Log will be used as an oral record of students’ developing understandings about shadows and the planetary systems.



PTC 2: To communicate clearly in the language of instruction, both orally and in writing using correct grammar, in various contexts related to teaching.

PTC 4: To pilot teaching/learning situations that are appropriate to the students concerned and to the subject content with a view to developing the competencies targeted in the programs of study.

PTC 6: To plan, organize and supervise a class in such a way as to promote students’ learning and social development.


Students will be able to explain why there is day and night.

Students will have a developing understanding that shadows outside change because of the rotation of the Earth.

Students will begin to understand how to use shadows to tell time.

Differentiation Explain ideas in a variety of formats.

http://www.youtube.com/watch?v=njQg_AFg1SE

http://www.youtube.com/watch?v=pML8sosbHsU

My Sundial:

My Sundial:

Lesson 1 Introduction to Light & Shadows Light & Shadows...

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