Total Duration: |
Greater than 120 Minutes |
Materials and Resources: |
This activity comes from the NASA Connect Education Guide Ancient Observatories: Timeless Knowledge.
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Technology Resources Needed: |
Computer or device with Internet connection YouTube video Ancient Observatories: Timeless Knowledge part 1 |
Background/Preparation: |
The teacher will need to be familiar with how the position and motion of Earth with respect to the sun causes changes in the length and direction of shadows. Additional background information can be found on page 5 of the Education Guide. The teacher also needs to understand how to find true north using the Patty Paper Method, Protractor Method, and Compass Method. Information on those methods can be found on page 13 of the Education Guide. Create a Sun Shadow Box as shown on page 10 of the Education Guide. This can be created ahead of time, as class, or as a small group. |
Engage: Begin with a whole group discussion to help students activate background knowledge on shadows. Use the questions from page 9 of Education Guide and a pencil and flashlight to facilitate the discussion. Show the introduction video Ancient Observatories: Timeless Knowledge part 1. Explore: Students will make sun shadow plots by marking the ends of shadows made by the Sun and a gnomon (a stick used to cast a shadow) every half hour throughout the day. Students will observe and record how the length and position of shadows change throughout the day as a result of the Earth’s spin changing its position to the Sun. Once students have mapped most of a school day’s worth of shadows, they will measure and record the shadow angles and lengths. This activity needs to be conducted on a clear, sunny day in a flat area such as a parking lot or tennis court. Place the longest edge of the box along the edge of the parking lot or along any straight line. You will need to tape the box to the ground on all 4 sides so that it does not move through the course of the day. Start observing and recording data as early as possible in the day. Send out individuals or groups to mark the location of the end of the gnomon's shadow every 30 minutes. Next to each dot, label the time that it was marked. Students will record data on Table 1: Sun Shadow Plot Data on page 19 of the student handout. |
Assessment Strategies |
Explain: Students will use the Angle Bisector Method of their choice or a GPS to find and verify true north. In addition students should complete discussion questions on page 20 of the student handout. Additional assessment can come from teacher observation of student participation and completion of data charts that depict a relationship between the position and motion of Earth in relation to the sun. |
Acceleration: |
Extend: Students or the teacher can create another Shadow Plot Box, using a different length gnomon than the original design. Have students place stickers or other small objects where they predict the end of the shadow will fall at specific times throughout the day. Be sure to orient this box in the same manner as the original box. |
Intervention: |
ELL: The student handouts could be translated into the native language of the student. The ELL teacher can also provide assistance to students. Students with disabilities: Students can work with a peer helper or with the pull-out teacher. |
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
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