STEAM Lesson Brief Instructions

Sun DialSTEAM Lesson Brief

Katherine Crunk

January 19 – 20, 2015 - Chicago, IL

Movement of Objects in the Sky

Recording the Passage of Time and Sundials

Thank you for your work. Overall, this is one of the best first drafts I have seen so far, really, this is an excellent plan. Your project elements are detailed enough for me to get the big picture of what you're planning for each subject and you have carefully included relevant concepts, standards, and careers for each subject.

Your science, T&E, and art sections could use some work to tease out the content specific elements in each subject. It is perfectly acceptable to use the same project element across several subjects, however each project element should explain the content specific activities that will address the included benchmarks for that individual subject. I would suggest emphasizing the scientific observations and recording in science, the design process and creation of the prototypes in T&E, and the artistic creativity of the prototypes in art.

I put in some additional questions for you.Orangecomments need to be addressed, green are my suggestions.

Again, this is extremely well done and very close to completion. I look forward to your revisions. -MS
(Reviewed by GY)

PROJECT IDEA + brief notes & supplies / BASIC CONCEPTS
Skill level (Grade Range): 4th Grade (MI)
Summary of Essential Concepts:Students will plan and design (T&E) a sundial prototype in 3-D art that would be appropriate for their school grounds byacting (PE) out shadows, researching the history of sundials (SS), investigating (S) the apparent path of the sun measuring,(M) recording the shadow cast at various times of the day and convey their ideas in text (LA). The finished sundial will show school spirit/culture as they express their ideas through visual art in 3-D sculpture of their sundial (FA) and through music as they create lyrics to a familiar tune to promote their sundial (Mu).
Coordinating Basic Plan:
Begin this project first by introducing the idea behind the project, which is to design a sundial that exhibits school spirit/culture. The goal is to create a sundial prototype/model that would be selected as the working sundial for the school yard. To help with the understanding of sundials, students will first in gym act out shadows and draw their shadows as they become a human sundial. Next in social studies, students research the history sundials to understand their basic concept and use in telling time.
Once students have a basic understanding of sundials,in science students will make observations by recording the time of day and the angle, length and placement of shadows cast by the sun. After several observations, students should be able to roughly predict where a shadow should be for a given time of day as well as explain how the rotation of the earth on its axis causes the shadow to move from hour to hour.
Math will be used to setup the data collecting sundial and to measure and record data. Students will use their understanding of measurement, lines, and angles to collect data and analyze the results to design their own sundial.
Once investigation is completed, students will explain their design plan through writing in language arts. From the plan, students will begin creating a working model/prototype that contains elements of 3-D art that communicates school spirit/culture. Lastly students will write lyrics to a known tune or a rap to help promote their sundial as the one students and administration should select for the school grounds.
The end product will be a working model size sundial. When place outside on a sunny day, the sundial should show the approximate time of day.
Timing of Lesson:
Science – 4 – 5 days
Day 1 & 2: 1 hour
Day 3 - 4: 15 min
Day 5: 1 hour
Math – 1 hour
Social Studies – 1 hour
Language Arts – 1 - 2 hours
Technology/ Engineering – integrated into all science, math, and art time.
Art – 2 to 4days, 1 hour each day depending on medium used for 3-D prototype.
Music – 1 to 2 hours
Basic Supplies:
Science/Math
Card stock paper, paper plates, tape, straws, popsicle sticks, compass, protractor, ruler
Art/Engineering
Clay, plaster, plaster cloth
Various materials depending on what the students/teacher want to use to create the prototype model.
Tools necessary to work in medium selected
Acrylic paint
P.E.
5-foot rope (1 each group)
Sidewalk chalk
IT Resources:
TEACHER RESOURCES
STUDENT RESOURCES
Other Resources:
HANDOUTS included below
Data collection table
Web Quest
Misc.: (Extensions & Variations)
General ones, not specific to a subject area.
Grouping students in several different ways may benefit specific needs. Students can complete project individually but partners may be more beneficial.
Extension: connect with a school in the opposite hemisphere. Compete project together and compare results.cool!
Photos:













Herrett.csi.edu/images/art/sundial / Science –
  • Essential Concept(s) –Common objects in the sky have predictable patterns of movement.
  • Goal / Objectives- Students will be able to make observations of the apparent path of the sun. Students will be able to predict this movement. Students will be able to design and construct a sundial based on observations. Students will be able to relate the apparent path of the sun to the rotation of the Earth creating day and night.
  • Standards–MICHIGAN:
E.ST.E.2 Patterns of Objects in the Sky- Common objects in the sky have predictable patterns of movement.
E.ST.04.22 Explain that the spin of the Earth creates day and night.
  • Careers – Astroarchaeologist, Heliologist, Astronomer
  • Project– Through their investigationstudents will answer the questions: How can I use the movement of shadows to tell time and make a sundial to tell time? Students will be able to explain how the movement of the earth is used to determine passage of time as a day and night.Students will observe the sun at different times of day, its position in the sky and the position and size of a shadow cast by the sun. On sunny days,students will record data of the position and size of shadow over period of at least three days at several times of day, such as 9:00, 11:00 and 1:00. These recordings should be quick and take no more than five minutes. Have students take a sheet of paper fold it into quarters marking, unfold and trace the lines (see math). Give students a straw and tape to create a gnomon.By comparing the position and length of their shadows students will create a sundial and predict the position of the sun (or sundial) at a given time of day.
  • Students should be able to explain that as the earth turns the sun appears to change position in the sky. The position of the sun helps us determine the time of day.
  • Equipment: Card stock paper, paper plates, tape, straws, popsicle sticks, compass, protractor,
  • Assessment – Students will create a sundial based on their observations of the placement and length of shadow. Students will be able to predict the position of the sun for a given time of day.
  • Extension - How would your sundial change if you lived at the equator or Antarctica?
Technology & Engineering –
  • Essential Concept(s)–.Technology – time telling device. Engineering – designing and building their own sundial.
  • Goals/Objectives -Students will design and build a sundial to use to predict the time of day
  • Standards–(Michigan Technology Standards)3-5.CI.3. Participate in discussions about technologies (past, present, and future) to understand these technologies are the result of human creativity.Engineering Design 3-5-ETS1-1Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-5-ETS1-2Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 3-5-ETS1-3Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
  • Careers–The art of making sundials date back to ancient times 1500 BC. Modern technology of watches has made sundials obsolete. However, many sundials are still made and in use. Architects may incorporate into building design. Horologist(watchmaker), Civil Engineers, Sculptors, Heliologist, guides, survival trainers, trappers, hunters, farmers, gardeners, astronauts, solar panel installersand Astronomer would also be interested in sundials’ use and creation.
  • Project Element– T – students will use a compass to find magnetic north to align their observations each time. Students will trace the shadows cast and use rules to measure the size of shadow. Using a watch record the time for each shadow traced. A minimum of three observations should be made each day.E - Students will use examples of sundials to design their own that they can use to predict the time and the position of the sun at any given time of the day.Students will test their design and redesign for improvements. See ART section for design parameters.
  • Assessment – T – Were the students able to attend to precision to align their observations with magnetic north each time? E – Were students able to create a sundial based on their observations and use it to predict the time? Were students able to support their prediction with collected data?
  • Extension – What changes would you have to make if the sundial was designed to work in the Southern Hemisphere?
Math –
  • Essential Concept(s)–geometry, lines, and angles record data, design, make predictions and measure and record data in charts.
  • Goals/Objectives–Students will use concepts of geometry, lines, and angles to help record data, design sundial, and make predictions.
  • Standards–Common Core: 4.MD.5:Represent and interpret data. Geometric measurement: understand concepts of angle and measure angles.
  • 4. G.1 Draw points, lines, line segments, rays, angles
  • (right, acute, obtuse), and perpendicular and parallel or perpendicular lines, or the presence or absence of angles of a specified size.
  • Careers - Geomatics Engineer,data analyst
  • Project Element–In their investigation students need to find the center of either a piece of card stock or a paper plate. Through the center they need to make perpendicular lines to the end of their paper or plate. One of those lines will be marked north. A stick or straw, called a gnomon, is placed either at the intersection of the lines or at the top of the North line. Students will measure, label, and record the length of the shadow in a data table along with the time of day. Students will measure the angle created from the north line to the shadow line and record the angle and time of day in a data table.Students will use this data to determine placement of the hours on their sundial by analyzing the patterns in the angles and lengths.
  • Assessment–Were students able to create perpendicular lines? Were students able to accurately measure the length of shadows and angles? Were students able to use the recorded data to predict placement of hours on their sun dial?
  • Extension- Would where you are on earth, latitude and longitude, change the length and angles of the shadow? If yes, in what way would it change?
LA –
  • Essential Concept(s)– Record andconvey ideas in text
  • Goals/Objectives- After completing their investigation,Students will convey ideas in text of how to construct their sundial.
  • Standards–CCC: W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • W.4.2d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
  • Careers–Technical Writer, Researcher
  • Project Element–Students are to write to explain their plan for creating a sundial based on their investigation. Students must include data from their investigation to help explain and support their technical step-by-stepplan to build their sundial. A rough sketch of the sundial is included in plan.
  • Assessment–Were students able to explain their plan for creating a sundial? Did students appropriately use data to support their design plan?Did students accurately use vocabulary specific to the assignment?
  • Extension – Challenge – write technically without using the pronouns I, me, you, or we.
SS –
  • Essential Concept(s)– cultural use,web quest,research history of sundials, present and future use.
  • Goals/Objectives–Students will research the history, present use and future use of sundials through a web quest.
  • Standards–C3 Framework: D2.His.2.3-5.Compare life in specific historical time periods to life today.
  • Careers - astronomers, historians and archeologist, cartographer, geographer, anthropologist
  • Project Element–Through a guided web quest, students will research for answers to given questions. These questions involve the history of sundials, who made the first sundials, the benefit of sundials, and how sundials are used today. See attached file.
  • Assessment–Compare and contrast writing prompt: How dosundials from the past compare and contrasttotime keeping of today?How are sundials used today? How might they be used in the future?
  • Extension–The artistic design of sundials represented the culture of the people at the time the sundial was made. Research three sundials of the past and/or present and compare them to the art style of their origin. What did the artistic design represent to the people of that place and time? How do you think sundials may be used 100 years in the future? How might they be designed and used?
Art –
  • Essential Concept(s)–Using principles of 3-D art, sculpture, found objects, clay
  • Goals/Objectives -students will design and create a sundial prototype that would be appropriate for their school grounds.
  • Standards -ART.VA.III.4.2 Recognize that artwork may serve functional purposes, be purely decorative, or serve multiple purposes. ART.VA.II.4.3 Analyze and collaborate how artists
express ideas through the use of visual culture, global perspective, and symbols in works of art. ART.VA.II.4.3 Analyze and collaborate how artists express ideas through the use of visual culture, global perspective, and symbols in works of art.
  • Careers - Model Maker, Sculptor
  • Project Element - The students will use principles of 3-D art making including crafting with clay, plaster, and found objects to create a sundial from their investigations. This sundial should be a model size, a prototype, for a full size-working sundial to be placed in the students’ schoolyard. The design should communicate school spirit and things important to school life. Students may use any appropriate medium. The prototype should be have a radius no smaller than 3 inches and no greater than 6 inches. Students may choose clay, plaster, paper mache, and found objects.
  • Assessment–Were students able to create a working model in 3-D art? Does the 3-D art communicate school spirit and/or things important to school life? Was the medium selected appropriate to the assignment and were tools and materials used appropriately?
  • Extension –Compare and contrast: Students research sundials that are in world cities. Select three different ones. Answer first for each: Where is the sundial, who designed it, and what is special about this sundial? Now compare and contrast the design of the sundials: How are they the same and how are they different?
PE –
  • Essential Concept(s)–Human Shadows / Human Sundials
  • Goals/Objectives–Students willable to demonstrate relationship movement concepts with leading, following, mirroring, matching and unison. Students will be able to create a human sundial.
  • Standards -M.MC.04.11 demonstrate all relationship movement concepts with people (i.e., leading/following, mirroring/matching, unison/contrast, solo, alone in mass, partners, groups, and between groups) with mature form of selected fundamental motor skills in controlled settings.
  • K.MS.04.01 apply limited critical elements of the following non-loco motor skills: balancing, bending, stretching, rocking, rolling, curling, twisting, turning, pushing, pulling, swinging, swaying, and landing in isolated settings.
  • Careers–Recreational therapist, recreation worker, fitness trainer
  • Project Element–This PE element includes two different related activities. The best time and place to perform these activities would be a warm sunny day outside. Students will first pair up to create human shadows. This is not just standing in the sun to cast a shadow. One student will stand to be the subject and the other student will lie on the ground to be the shadow. The student standing will pose and the student on the ground must create the shadow of the pose. A variation of this would be a shadow on the wall. One student is the subject and the other is the shadow on the wall. This can become a race to see which team can create the shadow the most quickly and accurately.
  • When done with this activity, students will create human sundials in groups of four students. First, create a circle on the ground with a radius of five feet. Suggested method of making a circle is to have one student hold on to a five-foot rope or string. Have another student at the other end mark many point around the center student. Then join the points into a circle shape. Next find north together as a group and mark north. One student will stand at the center facing north and the other students will trace their shadow marking the time. Go outside several times during the day to trace the shadow and mark the time. Discuss and predict where they think the next shadow will be.
  • Assessment–Were students able to demonstrate all relationship movement concepts with people with leading, following, mirroring, matching and unison? Were students able to create a human sundial?
Music –
  • Essential Concept(s)–lyrics and or rap, that influence and persuade, familiar tunes, rhythm
  • Goals/Objectives -Students will create lyrics or rap that promotes their sundial prototype to the administration and student body as the sundial selected for their school grounds.
  • Standards–Mi:Standard 2: Apply skills and knowledge to create in the arts.ART.M.II.4.2 Create through exploration, improvisation, and composition, answers that are rhythmic and melodic. ART.M.II.4.3 Create through exploration, improvisation, and composition, melodic embellishments on familiar melodies.
  • Careers–lyric writer, jingle writer,
  • Project Element–Students will either create lyrics to a familiar tune or create a rap in rhythmic style. The words are to promote their model/prototype of a sundial that depicts graphics of school life. The lyrics or rap when performed or spoken should last no less than 45seconds and no more than 2 minutes. Of course, all words should be school appropriate.
  • Assessment–Were the students able to create lyrics or rap that are rhythmic to appropriately promote their sundial?
  • Extension –Perform the lyrics to music or rap.

NAME: ______