LESSON 1: CHARTING THE SUN
GRADE: 5
OBJECTIVES:
Students will observe and record the position of the sun for an extended time period.
PROCESS SKILLS:
Observation Recording
ACTIVITY TYPE
X Science
Human Endeavor
Content Integration
Required X Inquiry Lesson
2 Optional Individual or Extended Reading Connection Cooperative Group Project X Writing Prompt Research Project
X Hands-on Science Activity Culminating Project Computer Lab Activity
KIT MATERIALS
960 yellow dot stickers
Transparency: Safety Guidelines
NON-KIT MATERIALS
One piece of butcher paper White boards from math kits Copier Paper
Each teacher should have a copy of the
Elementary Science Project Curriculum. If you don’thaveyours,request one from the district curriculum director. It gives more detailed directions for how to follow the scientific process. Use it as a resource to help you lead your class through the steps of this experiment.
TEACHER BACKGROUND:
Begin this lesson with guidelines on observing the sun safely. NEVER LOOK DIRECTLY AT THE SUN, ESPECIALLY WHEN USING BINOCULARS OR A TELESCOPE. DIRECT SUNLIGHT CAN CAUSE PERMANENT EYE DAMAGE IN SECONDS, WITHOUT THE VICTIM BEING AWARE OF IT UNTIL TOO LATE.
Have blank sheets of copier paper available. The students will need something hard to write on, clipboards, large books, etc. Have a large piece of butcher paper to create a class copy of horizon.
LESSON 1: CHARTING THE SUN
GRADE: 5
PROCEDURE
HELPFUL HINTS
1. Discuss where the sun rises and sets. Work toward a hypothesis, for example:
If we stand at the same place at the same time each day, then we should see the sun at the same location relative to the horizon.
2. Discuss the scientific process of repeatable observations. Explain that the class will be observing the sun each day for a month (or for the school year).
1. Some suggested ways to pose the questions:
“Does thesun really risein theeast?” “How can webesure?”(Look atthe
sun.)
Does the sun rise and set in the same place on the horizon every day?
NOTE FROM JAN KRAGEN:
My students assumed if we looked at the same time and from the same place every day, we would see the sun in the same location. They said the yellow dots would stack up on each other.
2. Some suggested ways to pose the questions:
“Whatdo weneed to do to makethisan accuratescientificobservation?”
(Brainstorm)
“Willlooking atthesun oncegiveus an accurateobservation?”(No,weneed to repeat the observation.)
“How many timesshould weobserve thesun?”(3-5-7-10)
Only one variable Accurate records
4. Usethetransparency “Safety Guidelines”to emphasizetheimportanceof protecting one’seyeswhen observing thesun.
5. The class will be going outside. Each student will need a pencil, copier paper, and something hard to write on. White boards from your math kits are an excellent choice.
6. Explain the steps.
Step 1: Draw an accurate picture of the horizon (You may let the class decide on the location or pick it out before.) Try to be as accurate as possible. Make a note of the direction. Do not draw the position of the sun. Step 2: Use yellow stickers to mark the position of the sun. Write the date on
the stickers.
Step 3: If you cannot determine the location of the sun, then leave it blank or do not place a sticker.
Step 4: Observe the position of the sun every day for one month (or all year). Step 5: At the end of each week discuss any patterns that are appearing.
Check their picture(s) for accuracy of view, accuracy of sticker placement, and dates.
observations even once we would have to make the observations on the same dates of the following year.
NOTE FROM JAN KRAGEN:
We did a class record instead of individual sheets. In our classroom we had a window we could look through in the morning and see the sun. We kept a large class drawing of the horizon (which I made) posted next to the window. Each day, when we took attendance, one student would go to the window and take and record thatday’sreading ofthesun’s position.
To do that and not introduce another variable, my students decided they needed to make sure each student was looking at the sun from the same angle—not from widely different heights. We put a yellow circle in the window at the nose height for our shortest student. Everyone else stooped to take the reading from the same place.
LESSON 1: CHARTING THE SUN
GRADE: 5
PROCEDURE
HELPFUL HINTS
7. Ask:“Whatdo you noticeishappening with thesun?”(It’smoving.It’snotin the same place.) Analyze the accuracy of their observations and any problems they encountered. Have students write a short paper with their observations. 8. Conclusion: Was the class hypothesis correct? Why or why not? How does
what they learned from their observations impact their lives?
7. What do they infer from their observations?
8. We started charting the length of each day right under our sun position observations and then posted a graph of the changing lengths of the days over the year. That was an eye-opener for the kids! Go to Weather Underground, Seattle, the astronomy box for daily updates:
http://www.wunderground.com/auto/mwmlb /WA/Seattle.html
