Lesson Title Sundial building Date March 6th

Subject/ Grade 4/5 Time 10:15-11:20

Level Computers Duration
Teacher Mr. Peterson
General Learning 4-9
Outcomes
Specific Learning 4-9-5 Describe changes in the size and location of Sun shadows during
Outcomes the day—early morning, to midday, to late afternoon.
4-9-6 Recognize that opaque materials cast shadows, and predict
changes in the size and location of shadows resulting from the
movement of a light source or from the movement of a shade-casting
object.
Overview
Main Inquiry How do shadows change?
Question
Objective
 By the end of the lesson students will be able recognize that you can predict shadows
by building a sundial

Formative I will circulate to make sure the sundials are being constructed properly
Assessment
Materials Sundial sheet
Assessment

Introduction Time
Attention Welcome the student’s science class, 2 min
Grabber Complete a fist to five with the students or a go noodle to get
the class moving
Student Students will work
expectations
Body
Learning Tell students that we are going to do a quick activity, though I 15-20 min
Activity #1 want this activity independently since I want to asses this
activity.
Before handing out the concept sheet explain to the students how
to do each section of the concept sheet.
Handout the sheet and have students begin doing the concept
sheet
Sponge: crossword or quietly read
Learning For the next activity have students watch a video about the 6 min
Activity #2 movement of the sun and its effect on shadows of death

Debrief on the video

Q- what did you guys learn about the video?
Learning Have the students come to the carpet 15 min
Activity #3
Identify how shadows change with the movement of the sun. and
ask if anyone knows how we can use this predictable movement to
our advantage?
 a- We can tell time with the predictable movement of
shadows
Describe the parts of the sundial
 Gnomon
 Dial plate
 Hour lines
Have students go back to their desk, and have them label the parts
of the sundial. Before building the sundial have them decorate the
Gnomon of the sundial, but not the top of the Dial plate for we
need to place the recordings of the sundial on this part
Sponge Have students create a hypothesis for the shadow stick experiment.
Closure
End of Lesson Have the students come back to the carpet and explain how on 5 min
Monday, if sunny, we will go out multiple times in the day to
use our sundials, as while to measure a shadow stick and see
how its shadow changes lengths during the day.
Reflections