concept / process goals: students will . . .

* students mark the hourly position of a shadow

processes that make up the exploration lesson

• observe:

  * shadows of a meter stick
  * their own shadows
  * shadows of other objects

• observe: students play shadow tag -- stepping on another person's shadow

• observe: that some shadow edges are sharp ( distinct ) while others are fuzzy.

• observe: the sun seems to move to the "right" when facing south as the day goes on.

• communicate: students put numbers on the shadow to agree with the time of day ( 9 a.m. --- 10 a.m. )

• measure: cut a piece of paper the length of the shadow each hour of the day. They do not use units ( inches / cm )

• measure: define noon as the time of the shortest shadow

• gather data / predict: after seeing the change in shadows for three one hour periods, students predict the position of a shadow in one hour. They put bottle caps down to mark their prediction.

• shorter / longer / lighter / darker / left / right / position

• compass directions:

  * east is the position where the sun is seen in the morning
  * south is the position where the sun is seen at noon
  * west is the position where the sun is seen at day's end
  

• the edges of short shadows are sharp ( distinct )
• the edges of long shadows are fuzzy

• students continue to make weekly observations to note --
• the sun seems to be in the same spot at the same time each day
• check the accuracy of their sundial
• shadow length and position do not change (much) from day to day
• shadow tag: determine which time of the day would be the best to
• play if --
  * they were "it" -- trying to "catch" other people
  * they were trying not to be caught

Misc: materials needed; synectic / STS possibilities; safety

• safety: students will not look directly at the sun.
• health: sts: skin care - the sun can be harmful
• materials: masking tape; meter stick; support; chalk

9 / 20w / 95