The Arizona STEM Acceleration Project

Sundials

Sundials

A 5th grade STEM lesson

Author:

Arianna Johnson

Date

6/19/2023

Notes for teachers

Taught in Classroom, groups of 3-4 students.

• You will need to have cardinal directions (N, S, E, W) posted at each wall in the classroom.
• Clock Printouts
• Potential Informational Text Resources:
• Time
• How Do You Know What Time It Is?
• About Time: A First Look at Time and Clocks
• Sundial Data Collection

List of Materials

• Hands-On Activity
• Paper Plates
• Pencil
• Compass
• Markers
• Writing Activity
• Powerpoint or Slides
• Anchoring Event Materials
• Flashlights
• Clay
• Toothpicks

Essential

Standard

Supporting

Standard

SCIENCE

5.E2U1.7 Develop, revise, and use models based on evidence to construct explanations about the movement of the Earth and Moon within our solar system.

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ELA

5.W.3 Write narratives to develop real or imagined experiences using effective technique, descriptive details, and clear event sequences.

c. Use a variety of transitional words and phrases to manage the sequence of events.

ART

CONNECTING→

#10) Synthesize and Relate Knowledge and Personal Experiences to Make Art

• Create a work of art that reflects or is inspired by the natural and/or built environment in a new way.

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SOCIAL STUDIES

DISCIPLINARY SKILLS & PROCESSES →

3.SP1.1 Create and use a chronological sequence of related events to compare developments that happened at the same time.

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MATH

5.MD.A Convert like measurement units within a given measurement system.

Objectives:

Today, I will be able to…

• Create a working, creative model of a sun clock by using the measurement of time.
• Create a fictional, personal narrative timeline of events about a day in my life using sundials.

Agenda (2-3 days)

Day 1

• Building Background Knowledge (5-10m)
• Anchoring Event (20m)
• Instruction (20m)

Day 2

• Planning (10m)
• Design (20-30m)
• Test/Collect Data (10-20m)

Day 3

Writing Activity

• Planning (10m)
• Creating (40m)

Intro/Driving Question/Opening

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(Day 1)

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• Building Background Knowledge (5-10m)
• Students will have whole group discussions about the following questions…
• How did people tell time before clocks?
• How would a day look if we couldn’t tell time?
• Anchoring Event (20m)
• You will have students, in their groups, use a small piece of clay, 1 toothpick, and a flashlight to observe how we can use shadows to tell time on a clock. You will use the Clock Printouts and place the clay on the center dot and the toothpick facing straight up in the clay.
• Have them use the flashlight to find at least 5 different times on the printout. Mark the paper with the time it should be.
• Instruction
• Use Informational Text (slide 3) to give more information to students about how sundials were used and how time became what it is now.
• Let students know that they will be creating their own sundials, that can accurately tell time using the sunlight.

Hands-on Activity Instructions

(Day 2)

Group Structure: 3-4 people per group, student choice (depending on your class’ needs)

• Planning (10m)
• Students will work as a group to start planning how they are going to use their materials to create an effective sundial.
• Don’t tell them which direction their sundial should face, but point out that the N, S, E, and W on the walls are important.
• Design (20-30m)
• Students will use the materials provided to create their sundials.
• Remind them to be creative and decorate them as needed.
• Also remind them that they need to use what they have learned about clocks and time to design their sundials effectively.
• Test/Collect Data (10-20m)
• When students are finished with their designs, they will test their clocks outside, using sunlight. (If it is cloudy, use flashlights)
• They will have to collect data on the following sheet, and then redesign:
• Sundial Data Collection
• Redesign/Retest (10m)
• After testing, they will use the previous document and answer the final question, #6.

Writing Assignment

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(Day 3)

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After completing the experiment, students will complete a connected writing activity.

• Students will be completing a fictional narrative timeline using the following prompt:
• Create a timeline showing the sequence of events going through a day in your life. You will be writing from the point of view of someone who does not have the ability to tell time. How does your day look?
• This will need to include the following…
• A timeline of at least 10 events.
• include transition words
• a way to identify what part of the day it is
• 10 images to match each of the 10 events that took place in your timeline story.
• This can be completed on Google Slides or Powerpoint

Assessment

Formative

• Verbal Check-ins
• Walk around and ask groups questions about their designs.
• Why did you decide to do that?
• What do you think that will do for your design?
• 1-3-5 on hands. How do you feel? 1; I’m not getting it at all. 3; I’m kind of getting the idea. 5; I’m a total pro.
• What do you still wonder? (On a notecard before leaving the room)

Summative

• A successfully tested sundial shows mastery of the first objective. Use data sheets to evaluate.
• Create a working, creative model of a sun clock by using the measurement of time.
• A completed timeline with 10 events and 10 matching images will show mastery of the second objective.
• Create a fictional, personal narrative timeline of events about a day in my life using sundials.
• Students will answer the following question as an assessment that will focus on essential science standard.
• How does the movement of Earth and the Sun help us tell time using our sundials? Use evidence from your project to support your answer.

Differentiation

If students are struggling with the content and need a supporting activity, you can have them…

• Write in the minutes onto their sundials so they can get a more accurate reading on the time.

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• Sit in the sun and record times every 5 minutes for 30 minutes straight, to see a progressive change. Make sure to point out where the sun is in the sky when you started and when they finished.

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Remediation

Extension/Enrichment

If students are demonstrating mastery of concepts and need an extension activity, you can have them…

• Create a portable version of the sundial. Have them brainstorm materials they may need to create it on day 2 and allow them to create it on day 3 when they finish their timelines.

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• Find the position of the sun in the sky (i.e. N, S, E, W) when proposed times are given. Such as…
• 3:45 AM
• 9:20 AM
• 7:15 PM
• 12:30 PM
• 3:45 PM