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Crossword, Word Search, Matching, Word Scramble, BINGO

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Crossword, Word Search, Matching, Word Scramble, BINGO

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This set of activities is a great way to introduce or review the Earth-Sun-Moon System. They are in PDF format and include a word search, a word scramble, matching, and a crossword. Thirty BINGO cards are included. Perfect for 6th through 8th-grade students, these activities can complement your regu...

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Empower your students to drive their learning with the "Moon Phases and Seasons Choice Board," a project-based learning tool aligned with NGSS ESS1-1. This resource maximizes student autonomy, offering a range of dynamic activities suitable for in-class projects, homework, independent research, and evaluation. Enhance hands-on, student-centered learning with this comprehensive choice board, complemented by a detailed rubric for easy assessment.

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Empower your students to drive their learning with the "Moon Phases and Seasons Choice Board," a project-based learning tool aligned with NGSS ESS1-1. This resource maximizes student autonomy, offering a range of dynamic activities suitable for in-class projects, homework, independent research, and ...

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ESS1-1: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.

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ESS1-1: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.

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Examples of models can be physical, graphical, or conceptual.

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* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled "Disciplinary Core Ideas" is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

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The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. The section entitled "Disciplinary Core Ideas" is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas . Integrated and reprinted with permission from the National Academy of Sciences.

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Differentiated for three reading levels.

Spanish version included.

Audio included for both English and Spanish reading passages.

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Discover this interactive Earth-Sun-Moon System notebook, aligned with NGSS. Designed for an inclusive learning environment, it offers three reading levels and a Spanish version with audio support for both English and Spanish reading passages. Students will work at their own pace on enriching activities like claim-evidence-reasoning, vocabulary, reading, summarizing, and small group discussions. This notebook works well in both digital and print formats.

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Discover this interactive Earth-Sun-Moon System notebook, aligned with NGSS. Designed for an inclusive learning environment, it offers three reading levels and a Spanish version with audio support for both English and Spanish reading passages. Students will work at their own pace on enriching activi...

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This video explains why we have moon phases, eclipses, and seasons. Next Generation Science Standards for Middle School Science (MS-ESS1-1).

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Vocabulary Through Social Media: Sun-Earth-Moon System

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Vocabulary Through Social Media: Sun-Earth-Moon System

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TPT Link

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Modeling the Sun-Earth-Moon System - NASA Science

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In this activity students explore in detail the motion of the three-body system that consists of the Sun, Earth, and Moon.

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Lunar Phases and Eclipses - NASA Science

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We always see the same side of the Moon, because as Earth’s natural satellite revolves around our planet, the Moon rotates, causing the same side to always face us. And yet, the Moon looks a little different every night. Sometimes the entire face glows brightly. Sometimes we only see a thin crescent…

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This website is available as a resource for eclipse and transit records and information, but will not be updated. For the latest on future eclipses from NASA, please visit https://solarsystem.nasa.gov/eclipses/

2020 December 14 Total Solar Eclipse
NASA main page for 2020 December 14 Total Solar Eclipse
2020 December 14 Solar Eclipse Flyer
2020 Diciembre 14 Eclipse Solar en Espanol

Google Maps are not working at present; we are working on a replacement.

Eclipses of the Sun

Eclipses of the Moon

Lunar Eclipse - main directory for NASA's Lunar Eclipse Page (some popular links below)

Planetary Transits Across the Sun

All eclipse calculations are by Fred Espenak, and he assumes full responsibility for their accuracy. Some of the information presented on this web site is based on data originally published in Fifty Year Canon of Solar Eclipses: 1986 - 2035,Fifty Year Canon of Lunar Eclipses: 1986 - 2035,Five Millennium Canon of Solar Eclipses: -1999 to +3000 ,Five Millennium Catalog of Solar Eclipses: -1999 to +3000,Five Millennium Canon of Lunar Eclipses: -1999 to +3000 , andFive Millennium Catalog of Lunar Eclipses: -1999 to +3000.

Permission is freely granted to reproduce this data when accompanied by an acknowledgment:

"Eclipse Predictions by Fred Espenak, NASA/GSFC Emeritus"

For more information, see: NASA Copyright Information.

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This is NASA's official eclipse Web site. It contains maps and tables for 5,000 years of eclipses and includes information on eclipse photography, observing tips and eye safety.

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Welcome to the new NASA Science website. We're working to continuously improve your web experience. If you don't find what you are looking for, give feedback.

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It's all about Earth's tilt!

Many people believe that Earth is closer to the Sun in the summer and that is why it is hotter. And, likewise, they think Earth is farthest from the Sun in the winter.

Although this idea makes sense, it is incorrect.

It is true that Earth's orbit is not a perfect circle. It is a bit lop-sided. During part of the year, Earth is closer to the Sun than at other times. However, in the Northern Hemisphere, we are having winter when Earth is closest to the Sun and summer when it is farthest away! Compared with how far away the Sun is, this change in Earth's distance throughout the year does not make much difference to our weather.

There is a different reason for Earth's seasons.

Earth's axis is an imaginary pole going right through the center of Earth from "top" to "bottom." Earth spins around this pole, making one complete turn each day. That is why we have day and night, and why every part of Earth's surface gets some of each.

Earth has seasons because its axis doesn't stand up straight.

But what caused Earth to tilt?

Long, long ago, when Earth was young, it is thought that something big hit Earth and knocked it off-kilter. So instead of rotating with its axis straight up and down, it leans over a bit.

By the way, that big thing that hit Earth is called Theia. It also blasted a big hole in the surface. That big hit sent a huge amount of dust and rubble into orbit. Most scientists think that that rubble, in time, became our Moon.

As Earth orbits the Sun, its tilted axis always points in the same direction. So, throughout the year, different parts of Earth get the Sun's direct rays.

Sometimes it is the North Pole tilting toward the Sun (around June) and sometimes it is the South Pole tilting toward the Sun (around December).

It is summer in June in the Northern Hemisphere because the Sun's rays hit that part of Earth more directly than at any other time of the year. It is winter in December in the Northern Hemisphere, because that is when it is the South Pole's turn to be tilted toward the Sun.

Earth's lopsided orbit

Earth's perihelion (point closest to Sun) = 91,400,000 miles from Sun

Earth's aphelion (point farthest from Sun) = 94,500,000 miles from Sun

While that is a difference of over 3 million miles, relative to the entire distance, it isn't much.

And, believe it or not, aphelion (when Earth is farthest from the Sun) occurs in July, and perihelion (when we are closest) occurs in January. For those of us who live in the Northern Hemisphere where it's summer in July and winter in January, that seems backwards, doesn't it? That just goes to prove that Earth's distance from the Sun is not the cause of the seasons.

Related Resources for Educators

Seasons (Educator Guide to go with Seasons Spotlite video)
Seasons (Nearpod Lesson to go with Seasons Spotlite video)
Our World: Sun's Position
Sun's Position (Educator Guide to go with Sun's Position Spotlite video)
Sun's Position (Nearpod Lesson to go with Sun's Position Spotlite video)

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Students learn about the physical properties of the Moon. They compare these to the properties of the Earth to determine how life would be different for people living on the Moon. Using their understanding of these differences, they think about what types of products engineers would need to design f…

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Quick Look

Grade Level: 8 (7-9)

Expendable Cost/Group: US $1.00

Group Size: 3

Activity Dependency: None

Subject Areas: Earth and Space, Science and Technology

NGSS Performance Expectations:

Summary
Students are introduced to the futuristic concept of the moon as a place people can inhabit. They brainstorm what people would need to live on the moon and then design a fantastic Moon colony and decide how to power it. Students use the engineering design process, which includes researching various types of energy sources and evaluating which would be best for their moon colonies.
This engineering curriculum aligns to Next Generation Science Standards (NGSS).

Engineering Connection

Can we ever live on the moon? Well, to make such a project possible, engineers of all disciplines must work together to imagine, design, create and test advanced technologies to enable us to inhabit the moon. Today's engineers are moving a step in the right direction: they are already designing renewable energy sources that can be used in space.

Learning Objectives

After this activity, students should be able to:

Use the engineering design process to determine an appropriate solution for powering a moon colony.

Explain at least three ways that energy can be produced.

Recognize that advanced technology would be needed for humans to inhabit the moon.

Educational Standards

Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards.

All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org).

In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; within type by subtype, then by grade, etc.

NGSS Performance Expectation

Click to view other curriculum aligned to this Performance Expectation

This activity focuses on the following Three Dimensional Learning aspects of NGSS:

Science & Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions.

The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions.

All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions.

Suggest an alignment not listed above

Materials List

Each group needs:

basic writing materials (graph paper, pencils, etc.)

basic drawing supplies (compass, ruler, protractor, etc.)

1 poster board

Introduction/Motivation

So far, you have made a list of activities you do in a typical day. Now, let's pretend that you were living on the moon, and had to do these same activities there. How would they be different? What would they be similar? (Give students a few minutes to share ideas about what life would be like on the moon.) Okay, go ahead and look at your list with your group and put a circle around all of the activities that require electricity. How many of you have more than five activities that require electricity? (Expect most students to raise their hands.) More than 10? More than 20? What is the highest number? Wow! Look at how many everyday activities require electricity!

Let's think about how you could do these activities on the moon. Since no electricity exists there now, engineers would have to devise a way to generate electrical power. How is electricity generated on Earth today? (Solicit answers that should include fossil fuels, nuclear power, solar power, wind energy, and hydroelectric power.) In the next activity, your team will design a moon colony and propose a source of power so that its residents can continue with the same kinds of activities that they do here on Earth.

Can we realistically transport fuel from Earth to the Moon in order to provide power for our activities that require electricity? These are just a few examples of the types of questions that engineers are asking at this very moment as they think about creating an inhabitable environment on the Moon.

With no atmosphere or water on the Moon, wind and water energy seem out of the question. So, just to power a small colony on the Moon would be a big engineering challenge; imagine if the colony were huge, like the size of Denver, Los Angeles or New York City. Being so different from life on Earth will take a lot of hard work in order to successfully design, build and run a community on the Moon.

Procedure

Before the Activity

Gather materials: poster boards, rulers and compasses for drawing scale Moon colony models.

With the Students

1. Divide the class into groups of three students each. Tell them that today they are each engineering firms responsible for designing a moon colony and coming up with a way to provide power to that colony. This self-sufficient colony should provide its citizens with the necessities to engage in the kind of everyday activities that students listed at the beginning of class.

2. Tell students to use the engineering design process to design their Moon colonies. The following steps lead students through the engineering design process in about 45 minutes. Circulate from group to group to check their progress and move them along if they are lagging behind. It is helpful to periodically announce to the entire class which step of the design process they should be working on by that point.

Step 1: Recognize the Customer (5 min) - Who has hired you to design a Moon colony and create its power source? They are your customers. Briefly describe your customers, including the size of the group and where they currently live. As a team, use pencils to draw on your poster board a sketch of the colony; draw it as if you are looking down on the colony. You have only five minutes for the sketch, so do not be overly detailed.

Step 2: Define the Problem (5 min) - In addition to the design of the Moon colony, you have been asked to create a power source for your colony inhabitants. An important aspect of engineering design is to define your design requirements (rules that your product must follow). Engineers often define constraints such as how much "it" should cost, its size, and/or its weight limit .

For this challenge, you must also think about your power/electricity requirements, especially now that you know what your colony looks like. With your group, come up with five design requirements for a power generator (your power source). Here are two ideas to get you started:

Materials must be able to be transported from the Earth to the Moon.

Wind cannot be a source of energy since no atmosphere exists on the Moon.

Step 3: Gather Information (15 min) - Before engineers start designing a new product, they conduct extensive background research. For your project, it is essential to learn about different energy sources. Since we know of many ways to produce energy (for eample, biomass, coal, geothermal, hydropower, natural gas, petroleum, propane, solar, nuclear and wind), each group will investigate one of type of energy generation. (Assign each group one type from the list; if you have more groups than topics, assign two groups the same topic.)

After your research, we will come back together to share our discoveries. Real engineers often divide work among their teams, too, so that they may save time. You have 15 minutes to gather the following information about your energy source and write it on a poster board.

Briefly describe how energy is generated. Include pictures and words on your poster to make the description clear to the rest of the class. Relate the energy source to your colony sketch, as appropriate (for example, if the sun is your team's source of energy, then perhaps you include solar panels in the design of your colony structures).

Make lists of the "pros" and "cons" of this technology as it relates to the moon. For example, a "pro" might be that it is inexpensive, while a "con" might be that it weighs a lot and would be hard to transport to the Moon. These lists are known as "trade-offs" in the engineering community. Later, the positive aspects of the technology will have to be weighed against any the negative aspects.

Descriptions of each type of energy source are provided by the Department of Energy and can be found online in the Intermediate Energy Infobook at: https://issuu.com/theneedproject/docs/intermediateenergyinfobook_d3be9219ea24c1. (Do not allow students to get delayed with this part of the activity with difficulties in website access. If students do not have access to the internet or there is only one computer, print out appropriate information pages in advance.)

Step 4: Share Information (5 min) - Have one representative from each team take approximately 1 minute (or more if time allows) to present their group's research to the rest of the class.

Step 5: Propose & Choose Design Options (10 min) - Using your list of design requirements and the information you have gathered, brainstorm ideas for power sources that might work on the Moon. There is no right or wrong answer, but your design must be able to work on the Moon, which does not have exactly the same resources as the Earth. Here are some things to think about as you work on your design:

What resources are available on the Moon that you can utilize?

Will you have to ship materials from Earth? If so, what?

When your group has come to an agreement, write a short proposal to NASA that presents the design and explains why you think it will be a good design. Include some of the trade-offs that you considered. Explain why the positive features of your design outweigh the negative features.

Step 6: Communicate Design (5 min) - Have a group representative read the design to the rest of the class.

Vocabulary/Definitions

generator: A device that makes electricity.

trade-off: The engineering concept that something positive about the technology will almost always be offset by something negative; engineers choose design solutions that offer more positives than negatives.

Assessment

Pre-Activity Assessment

Brainstorming: As a group, think of all the things you did today, from the moment you woke up until the moment you walked into the school's front door. (Give students three minutes to write down as many activities as they can remember.)

Activity Embedded Assessment

Poster: Students present their design plans and justify their thought processes.

Post-Activity Assessment

Voting/Discussion: After hearing all the presentations, have students get back together with their groups and decide as a team which plan was best and why. Designate a spokesperson for the group who can briefly tell the class which plan worked best (encourage the students to choose another group's plan, not their own).

Activity Extensions

Students can learn more about how energy is produced on Earth, which will help them make more informed decisions about their design for the Moon.

Through the Environmental Protection Agency's online service, students can calculate how much energy they use in their own homes to make a better prediction about what their energy needs would be on the Moon. The Home Energy Yardstick helps calculate home energy usage. (Note: To complete this activity a consecutive 12-month cycle of a family's home energy bill is required.

Have students build a device that enables citizens of their lunar colony to cook a meal on the Moon without actually generating electricity.

Students can listen to a podcast about harvesting solar energy from the Moon and directing it back to Earth for our energy needs. The Science NetLinks website, sponsored by the American Association for the Advancement of Science, provides a transcript and analysis of the podcast, plus questions for students to answer: http://sciencenetlinks.com/science-news/science-updates/solar-power-from-moon/.

Activity Scaling

For lower grades, use the Elementary Energy Infobook instead of the Intermediate Energy Infobook, and complete the Gather Information step as a class. Choose only a few energy sources to study (such as wind, solar, biomass and petroleum).

For upper grades, use the Secondary Energy Infobook instead of the Intermediate Energy Infobook. Expand the Gather Information step to include more in-depth research. Have students write longer individual proposals to NASA as homework assignments; also require that they calculate their home energy usage using the Home Energy Yardstick and applying their knowledge of their use to justify their proposed designs.

References

National Renewable Energy Laboratory, "Student Resources on Renewable Energy," July 25, 2008, accessed February 16, 2009. http://www.nrel.gov/learning/student_resources.html

Copyright © 2008 by Regents of the University of Colorado

Contributors Brian Kay; Jessica Todd; Sam Semakula; Jessica Butterfield; Karen King; Janet Yowell

Supporting Program Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder

Acknowledgements

The contents of this digital library curriculum were developed under a grant from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education, and National Science Foundation GK-12 grant no 0338326. However, these contents do not necessarily represent the policies of the Department of Education or National Science Foundation, and you should not assume endorsement by the federal government.

Last modified: May 19, 2021

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Students are introduced to the futuristic concept of the moon as a place people can inhabit. They brainstorm what people would need to live on the moon and then design a fantastic Moon colony and decide how to power it.

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Students investigate the accuracy of sundials and the discrepancy that lies between "real time" and "clock time." They track the position of the sun during the course of a relatively short period of time as they make a shadow plot, a horizontal sundial, and a diptych sundial. (The activity may be abridged to include only one or two of the different sundials, instead of all three.)

Learning Objectives

How the sun moves across the sky.

The difference between "clock time" and "real time."

How to find geographical north.

Terminology, such as solstice, equinox, etc.

How to make a sundial, what makes it accurate, and what skews the time it tells.

Educational Standards

Use instruments to gather data on the performance of everyday products. (Grades 6 - 8) More Details
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Analyze how an invention or innovation was influenced by its historical context. (Grades 6 - 8) More Details
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Engage in a research and development process to simulate how inventions and innovations have evolved through systematic tests and refinements. (Grades 6 - 8) More Details
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Materials List
Shadow Plot:

1 piece of large white paper

pencil width wooden dowel (or similar) 30.48 cm(12") to 38.1 cm (15") long

ball of clay

two 12" piece of duct tape, cut into eight 3" strips

permanent marker

timer

Horizontal Sundial: Diptych Sundial:

template for diptych assembly (see attached Construction Worksheet)

1 piece of heavy paper

glue

string, preferably elastic

Worksheets and Attachments
Visit [www.teachengineering.org/activities/view/portable_sundial] to print or download.

Introduction/Motivation

Humans feel it necessary to mark the passage of time. And everyone has noticed shadows changing throughout the day. Someone unknown in the past found out that if a shadow was cast by a sloping object pointing to the celestial pole, it would cast a consistent shadow that would be in the same place at the same time every day. Though it has been suggested that this may have been 2,000 years ago, it is more likely that it would have been around 500 years ago, because before the development of clocks, it would have been difficult to determine what "the same time each day" meant.

Practically everybody knows what a sundial is. Most people have a notion that, if they had to, they could make one. But most people's practical knowledge of sundials is limited to having seen those popular brass horizontal dials on plinths in gardens.

And there is a widespread, and totally wrong, belief that sundials are not very good at telling the time. The poor reputation of sundials is ill deserved, and has arisen mostly because we have all accepted "clock time" as an absolute standard, without devoting any thought to the nature of the time it is measuring.

Procedure

Background

Sundials measure time as it is. Noon is when the sun is highest in the sky (when it crosses the meridian). Watches measure time as we would like it to be, with noon tomorrow exactly 24 hours, 0 minutes, and 0 seconds away from noon today. But noon on December 26 is actually 24 hours, 0 minutes, and 29 seconds away from noon on Christmas Day. And noon on September 15 is only 23 hours, 59 minutes, and 39 seconds away from noon on the following day.

In the winter, the days are short and the sun is low in the sky. Each day after the winter solstice, which occurs on December 21, the sun's path becomes a little higher in the southern sky. The sun also begins to rise closer to the east and set closer to the west until we reach the day when it rises exactly east and sets exactly west. This day is called the equinox. We marke the Spring Equinox on March 21 and a Fall Equinox on September 21.

The sun is at its lowest path in the sky on the Winter Solstice. After that day, the sun follows a higher and higher path through the sky each day until it is in the sky for exactly 12 hours. Every place on earth experiences a 12-hour day twice a year on the Spring and Fall Equinox.

On the Summer Solstice, the sun is at its highest path through the sky and the day is the longest. Because the day is so long, the sun does not rise exactly in the east, but rises to the north of east and sets to the north of west allowing it to be in the sky for a longer period of time.

After the Summer Solstice, the sun follows a lower and lower path through the sky each day until it reaches the point where it is in the sky for exactly 12 hours again. This is the Fall Equinox. Just like the Spring Equinox, the sun rises exactly east and sets exactly west on this day, and everyone in the world experiences a 12-hour day.

After the Fall Equinox the sun continues to follow a lower and lower path through the sky and the days grow shorter and shorter until it reaches its lowest path, and then we are back at the Winter Solstice where we started.
Recommended Resources:
The history of daylight saving (or daylight shifting), the standardization of time, and when regions around the globe spring ahead and fall back: http://www.webexhibits.org/daylightsaving/

Diagram and explanation of the path of the sun through the year: https://www-istp.gsfc.nasa.gov/stargaze/Secliptc.htm

A history of sundials over many civilizations: https://www.farmersalmanac.com/sundials-time-began-18870

The mathematics of sundials (a bit advanced for students, but good for teachers): http://www.sundials.org/index.php/teachers-corner/sundial-mathematics.html

Preparation
Shadow Plot:

Gather materials.

If necessary, cut wooden dowel to 12" to 15" long.

Locate geographic north (see Directions section, below).

Horizontal Sundial:

1. Obtain materials.

2. Locate your latitude (http://www.findlatitudeandlongitude.com/).

3. Locate geographic north (see Directions section, below).

4. (optional) If you want to make your sundial into a necklace or key chain, drill a hole into the wooden disk to pass the string through.

5. If doing this activity with a large group of young children,, prepare the nails in the wooden disks as well (steps 1-2 in the Directions section).

Diptych Sundial:

Obtain materials.

Print out the Diptych Template (see the attached Construction Worksheet).

Locate your latitude (see http://www.findlatitudeandlongitude.com/).

Locate geographic north (see the Directions section, below).

Directions

This activity can fit with an infinite number of topics. One suggestion is to explore with students the way time is measured, the history of clocks, and the way that we tell time.
Construction & Testing: PART I. FINDING GEOGRAPHIC NORTH TO POSITION YOUR SUNDIAL:
The sundial must be positioned with the gnomon pointing north/south and, of course, the dial must be located where a shadow will be cast by the gnomon most of the day. Use one of the following three methods to find geographic north for your latitude.

Method 1: The Purist's Method

To determine the orientation without reference to other mechanical devices, find north by observing Polaris, the North Star, at night. In positioning the sundial, the gnomon is actually being pointed to the North Celestial Pole, which is within 1-degree of the North Star. Thus, find Polaris at the end of the Little Dipper, and line up your dial by pointing the gnomon towards Polaris. You might want to record the orientation of your dial for future reference. This method does not work in southern latitudes.

Method 2: The Practical Method

Use a magnetic compass to determine the north/south line, but because of the difference between magnetic north and true north, the dial reading could be off by an hour or more, depending on the local difference between magnetic and true north.

Method 3: The Lazy Method

For a first approximation, determine the the orientation at any time by using a clock or watch, and positioning the dial so the shadow shows the correct time. However, if left in this position, an error of up to 30 minutes could result over the year because of what is known as the "equation of time." Because of the Earth's orbital motion around the sun, the solar day (approximately 24 hours) is not exactly the same length from day to day, varying by up to +/- 16 minutes a day.
PART II. BUILDING THE SUNDIAL: A. SHADOW PLOT:
CONSTRUCTION: (refer to the attached Construction Worksheet for images) A shadow plot can also help you obtain a feel for how the sun's path changes across the sky from day to day. To best see this effect, work on the shadow plot for several weeks.

1. Set up your shadow plot in the morning, around 9:00am.

2. Find a flat location that is clear from shadows all day long.

3. Push a ball of clay into the ground.

4. Insert the wooden dowel into the ball of clay so that it stands vertically. Use four of strips of duct tape to cover the clay to keep it from melting in the sun and help secure the dowel. The dowel must stand in this exact location for the length of the activity (from one day to several weeks), so make sure it is perfectly vertical and very secure.

5. Once the dowel is in place, look for its shadow. Lay a piece of paper down on the north side of the dowel with the long edge up against the base of the dowel support. If you did not previously find geographic north (as described in the Directions section), you can now determine which direction is north since you know the sun is in the east and the dowel shadow is facing west.

6. Use the remaining four strips of duct tape to secure the corners of the paper. Make sure to keep the middle of the paper clear as this is where you will make your plot.

7. You are now ready to start making your measurements. The shadow from the dowel should be on the piece of paper. If it is not, wait about an hour and return once the shadow is cast onto the paper. When you have the shadow on the paper, make a mark at the very end of the shadow.

8. Return to the plot about once every 30 minutes and make a mark at the end of the shadow each time. It is helpful to use a timer. If you start your plot at 9:00am, you should have enough markings by 3:00pm.

USING YOUR SHADOW PLOT:

1. After one day of shadow measurements, you are ready to draw the north-south line. On your completed shadow plot draw a smooth curve through all of the marks that you made, without moving the paper. The more often you took measurements, the easier it is to draw this curve accurately.

2. Once you have drawn a smooth curve through the markings, find the shortest distance between the dowel base and this curve. Draw a line from the dowel base to this point. This line is called a north-south line. It is the line along which the sun casts a shadow at local noon. (Your local noon may not be exactly when the clock says noon, depending on where you are in your time zone.) This north-south line points exactly north and south. A line drawn perpendicular to this line points east and west. You need to know the exact direction of north to use your horizontal sundial.

B. HORIZONTAL SUNDIAL:
CONSTRUCTION: To align the gnomon, you must position it such that it makes an angle equal to the latitude angle where it will be used with the horizontal face of the sundial (refer to the attached Construction Worksheet for images). The easiest way to get the nail into the wooden disk at this angle is to do the following:

1. Hammer the nail straight into the center of the wooden disk, making sure not to hammer the nail through the back of the disk.

2. Hammer the nail from side so that it begins to bend over. Continue to bend the nail over until it is at the same angle as your latitude. If the nail becomes loose, use a little wood glue at the base to secure it.

3. To begin construction of the hour line template, use a pencil to draw a horizontal line on the piece of white paper.

4. Align the protractor on the horizontal line and make a pencil tick at the 90-degree mark.

5. Draw a vertical line from the tick mark down to the horizontal line. You have just created the noon and six o'clock lines!

6. Use a protractor and make a pencil tick at the following angles FROM THE VERTICAL NOON LINE (on both the left and right hand sides of the vertical line): 10.7, 22.2, 35.3, 50.8, 69.2, and 90. These coincide with 1, 2, 3, 4, 5, and 6 hours from noon, respectively.

7. Use the straight edge of the protractor and connect each tick mark to the intersection of the horizontal and vertical lines.

8. Once you have a hard copy of the image, place the wooden disk on top of the paper such that the center of the disk, where the nail hole is, is directly over the intersection of the horizontal and vertical lines. The horizontal line, marked with a six on each side, should run underneath your disk exactly across the center.

9. Without shifting the wooden disk, rotate it until the head of the nail is pointing up the 12 o'clock line.

10. Holding the wooden disk very still, make 13 pencil marks on the top face of the wood, each mark in line with the appropriate hour line. Because the face of the sundial is so small, it is best to only include a few of the hour numbers.

11. (optional) If you want to make your sundial into a necklace or key chain, thread the hole with string to the desired length and tie off.

USING YOUR HORIZONTAL SUNDIAL:
Take the sundial outside on a sunny day and hold it perfectly horizontal. Make sure to point the head of the gnomon (nail) due north. The shadow cast by the gnomon should fall on the appropriate hour line. This type of sundial is not 100% accurate, but it is close and you should be able to tell the time within 15 minutes. (NOTE: Daylight savings time means you will need to adjust your sundial to agree with local "clock" time.)
C. DIPTYCH SUNDIAL
CONSTRUCTION: The folding sundial you are about to make is called a diptych sundial. Such dials have been created for four or five centuries and were traditionally made of ivory or boxwodd. The diptych dial provided here was designed by Dr. Allan Mills, Astronomy Group, Leicester University, UK. The scanned images and text were prepared by Dr. Randall Brooks, National Museum of Science and Technology, Ottawa Canada. (refer to the attached Construction Worksheet for the template; also see http://www.sundials.co.uk/projects.htm#diptych)

1. Obtain the diptych template from your teacher.

2. Paste onto a piece of heavy paper.

3. Obtain the latitude of your location (teacher may provide).

4. On the base of the dial, mark the latitude angle on both scales, drawing lines through each of the X symbols at the top. Cut the flaps off along these lines.

5. Note the dashed lines; two of these are marked "score on back, fold forward" and two marked "score on front, fold down." After scoring, make the necessary folds in the direction indicated.

6. Along the line with "noon" written above, fold the upper section forward so that the two panels make a right angle.

7. To finish the dial, attach a string (preferably elastic) through holes at the top and bottom at the points where all the hour lines converge so that the string is taught when the dial is folded. This string is the gnomon and casts a shadow to indicate the time.

Vocabulary/Definitions

daylight savings time: Time usually one hour ahead of standard time.

equinox: Either of the two times each year, about March 21 and September 23, when the sun appears overhead at the equator and day and night are everywhere of equal length.

gnomon: An object (as on a sundial) that by the position or length of its shadow serves to indicate the hour of the day.

noon: The middle of the day: 12 o'clock in the daytime. Noon has not always meant "12 o'clock in the daytime." In the ancient Roman way of keeping track of time, the hours of the day were counted from sunrise to sunset. The ninth hour of their days (~ 3pm to us) was called nona, Latin for "ninth." In the early period of English, the word was borrowed as noon, also referring to the ninth hour after sunrise. By the 14th century, however, the word came to be used for midday, 12 o'clock, as used today.

solstice: The point in the apparent path of the sun at which the sun is farthest north or south of the equator; the time of the sun's passing a solstice, which usually occurs on June 21 and December 21.

standard time: The time established by law or by general usage over a region or country.

sundial: A device that shows the time of day by the position of the shadow cast on a marked plate or disk usually by an object with a straight edge.

sunrise: The apparent rising of the sun above the horizon; the time at which the sun rises.

sunset: The apparent sinking of the sun below the horizon; the time at which the sun sets.

time: The period during which an action, process, or condition exists or continues; a minute, hour, day, or year, as indicated by a clock or calendar.

Assessment

Rubric Evaluation: Use the attached Rubric for Performance Testing to assess and grade student work. The rubric considers the criteria of construction, team cooperation and data collection.

Investigating Questions

How does the sun appear to move across the sky?

Does the sun change its path through the sky from month to month?

Why is it important for us to have an instrument to mark time?

Why is "true north" important for the accuracy of a sundial?

What is the difference between "real time" and "clock time"?

References

Mills, Alan. Project 4: The Diptych Dial. Astronomy Group, Leicester University, UK. Accessed November 3, 2011. http://www.sundials.co.uk/projects.htm#diptych

Yohkoh Public Outreach Project, The Solar Classroom. Solar Physics at MSU, Montana State University. Accessed November 3, 2011. http://solar.physics.montana.edu

Resources for determining your latitude and longitude. Northern Arizona University. Accessed November 3, 2011. http://jan.ucc.nau.edu/~cvm/latlon_find_location.html

Zwiefelhofer, David B. Find latitude and longitude. Accessed November 3, 2011. http://www.findlatitudeandlongitude.com/

Sundials on the Internet. Accessed November 3, 2011. (Links to good websites about sun dials) http://www.sundials.co.uk

Copyright © 2013 by Regents of the University of Colorado; original © 2004 Worcester Polytechnic Institute

Supporting Program Center for Engineering Educational Outreach, Tufts University

Last modified: December 10, 2020

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Students investigate the accuracy of sundials and the discrepancy that lies between "real time" and "clock time." They track the position of the sun during the course of a relatively short period of time as they make a shadow plot, a horizontal sundial, and a diptych sundial.

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Quick Look

Grade Level: 8 (6-8)

Time Required: 45 minutes

Lesson Dependency: None

Subject Areas: Earth and Space

NGSS Performance Expectations:

Summary Students are introduced to the Sun by exploring various aspects of it, including its composition, interior workings, and relationship to the Earth.
This engineering curriculum aligns to Next Generation Science Standards (NGSS).

Engineering Connection

Many types of engineers are involved in the space field. Aerospace engineers design and help build airplanes and spacecraft. Other types of engineers, including electrical and mechanical engineers, design, test and install important systems for space bound equipment and ships. Engineers make telescopes, imaging systems and satellites to view the Sun and its events. They also make solar panel collectors and other solar-powered devices used on Earth.

Learning Objectives

After this lesson, students should be able to:

Explain that energy comes to the Earth from the Sun.

Describe the role engineers play in learning about space and the Sun.

Educational Standards

Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards.

All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org).

In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; within type by subtype, then by grade, etc.

NGSS Performance Expectation

Click to view other curriculum aligned to this Performance Expectation

This lesson focuses on the following Three Dimensional Learning aspects of NGSS:

Science & Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Develop a model based on evidence to illustrate the relationships between systems or between components of a system.

The star called the sun is changing and will burn out over a lifespan of approximately 10 billion years. Nuclear Fusion processes in the center of the sun release the energy that ultimately reaches Earth as radiation.

The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs.

Suggest an alignment not listed above

Worksheets and Attachments
Visit [www.teachengineering.org/lessons/view/cub_sun_lesson01] to print or download.

Introduction/Motivation

The Sun is a huge, hot, explosive mass that is the center of our solar system. The Sun is so large that a million Earths could fit inside it. The Sun supplies all of our energy, and without it, we would be colder and darker than Pluto. It is about 14 million degrees Celsius at its center. NASA watches the Sun closely, especially for sunspots, solar flares, and coronal mass ejections (CMEs). Although the sun is over 92 million miles from the Earth, these irregularities can affect us here on Earth through radiation (the only type of heat transfer that can travel through a vacuum).

Engineers play a major role in gathering information about space, and especially the Sun. NASA employs many types of engineers in its space program: aerospace engineers design airplanes and spacecraft (with the help of astronautical engineers who work specifically with spacecraft); mechanical and electrical engineers design and build various other components of spacecraft including robotic arms, the computer system (which computer science engineers help program), as well as other vital parts of spacecraft; and civil and chemical engineers play a role in aerospace development, from designing and building the launch pad to determining what kind and how much of fuel to use.

The Sun has an atmosphere that is made up of three layers: the photosphere, chromosphere, and corona. The only visible layer that can be seen with the naked eye is the photosphere. The next layer out is the chromosphere, which, in terms of temperature, is hotter than the photosphere but cooler than the corona. The corona is the hottest and outermost layer of the atmosphere. It is over 1 million degrees Celsius. Humans can only view the corona with a naked eye during a solar eclipse-that is, without the use of a telescope; otherwise, permanent eye damage may occur. Students can learn more about the potentialy harmful effects of the sun with the associated activity UV Radiation: Sunscreen SPF Experiment by investigating the harmful effects of the Sun's UV rays and how to protect themselves from their intensity and harmful effects.

Most of the energy on Earth comes from the Sun, either by its solar radiation or its gravitational pull on our planet (which keeps the Earth spinning and in orbit). Fossil fuels come from plants and animals that used the Sun's energy to live millions of years ago. Newer technologies have allowed us to utilize the Sun's energy directly with the use of solar panels designed and construct by engineers. In addition, they make telescopes, imaging systems, and satellites to view the Sun and its events.

Lesson Background and Concepts for Teachers

Structure of the Sun

The Sun is composed of three layers. The layer we can see with the naked eye here on Earth is the photosphere which is the only visible layer of the Sun. Beyond that is the chromosphere, which is hotter than the photosphere. The corona is the hottest and outermost layer of the atmosphere (but not the hottest layer of the sun). It consists of low-density gas with a temperature greater than one million degrees Kelvin (1 million Kelvin is equal to 999,727 degrees Celsius). To prevent permanent damage to the eye, humans should only view the corona with the naked eye during a solar eclipse.

The layers of the Sun.

Unlike here on Earth, the Sun does not require oxygen to be "on fire," as we would like to describe it. In fact, the Sun has a large nuclear fusion reaction that takes place at its center. Like all reactors, fuel is consumed (in this case, hydrogen), and these reactions will not occur forever. The sun is about halfway through its current stage. The reaction is actually the fusion of hydrogen into helium, which takes place at the center of the Sun. As the energy travels through the layers of the Sun over millions of years, the temperature of the energy decreases as it moves farther away from the fusion reactor. Once reaching the surface, this energy circles the Sun in the form of convection currents. It then leaves the Sun and heads out to the rest of the universe. Light, heat and radiation are the forms of energy that leave the Sun. Light takes about eight minutes to reach us here on Earth.

The energy available here on Earth comes from the Sun. Plants utilize this energy (i.e., the Sun) to perform photosynthesis and, therefore, to survive and produce oxygen. Animals then use this oxygen, as well as consume plants, for their survival. Millions of years ago, fossil fuels were formed from decaying plants and animals. As this source of energy is quickly depleted by today's rapid consumption, engineers have searched for ways to sustain our current rate of energy use. Newer technologies, such as solar power (among other alternatives forms of energy), utilize the Sun directly to produce electricity. Engineers play a major role in the design and implementation of technologies such as this.

Solar Activity and Other Information

The great amount of phenomena associated with the Sun and most of the activity on its surface directly affects us on Earth. Sunspots, solar flares and coronal mass ejections are the main active events that we can observe.

Sunspots lie in active regions on the Sun's surface; they follow the same eleven-year cycle of the Sun, and they fluctuate in number. Sun spots are cooler regions of the sun with temperatures of about 3,700 degrees Kelvin (K), but as hot as 5,700 degrees K directly around the spot. The lifespan of a sunspot can be a few days up to weeks for very large spots. Sunspots are similar to magnets in that they come in pairs: a positive and negative one. These spots produce strong magnetic fields that enter the surface of the Sun and add to the natural field of the Sun produced by the flow of ions and electrons.

Solar flares occur as the Sun releases an extreme amount of magnetic energy. Even with our advanced understanding of the Sun and solar flares, engineers and scientists are still unable to predict when these flares will occur. The energy released from a solar flare is equivalent to millions of hydrogen bombs exploding concurrently. The flares can reach up to 100 million degrees K but generally are between 10 and 20 million degrees K. They occur in the active regions on the Sun's surface (around sunspots) and follow the Sun's eleven-year cycle. The Earth's atmosphere is directly influenced by solar flares. According to NASA, solar flares are the most energetic explosions in the solar system. Eight minutes after erupting from the Sun, the energy reaches the Earth and causes the atmosphere to become ionized and expand. As a result, long distance radio signals are disrupted and satellite orbits are disturbed, with possible damage occurring to their electrical components.

Coronal mass ejections, or CMEs, are similar to solar flares and can occur in the presence or absence of flares. CMEs are large bubbles of gas that are ejected from the Sun over several hours and travel at a speed of 2000 km per second. NASA observes 2-3 CMEs a day during a maximum sunspot cycle. CMEs can have catastrophic effects on the Earth and, similar to solar flares, may include a disruption of power and satellites. Outside the Earth's magnetic field, CMEs can cause damage to electronic equipment and astronauts in space.

Associated Activities

UV Radiation: Sunscreen SPF Experiment - Students learn about the harmful effects of the Sun's UV rays and how to protect themselves from their intensity and harmful effects. They perform a simple experiment and test the effectiveness of sunscreen.

Lesson Closure

Review and discuss the learning objectives. Have students write a reflective paragraph on the topic "what would our lives be like without the Sun." Have students volunteer to read their paragraphs aloud. If it does not come up in the paragraphs, ask students if life would be possible without the Sun. If other stars in the universe are similar to our Sun, does that mean life may exist in other places? Questions like this help students begin thinking about the inner workings of our universe. If time permits, incorporate the lesson summary assessment into the closure.

Vocabulary/Definitions

chromosphere: The layer of the Sun between the photosphere and the corona.

convection: Heat transfer by current circulation in a gas or liquid.

corona: The outermost layer of the Sun with a temperature greater than one million degrees K.

coronal mass ejection : Ejections of gas from the Sun that may disrupt power and electrical equipment here on Earth.

photosphere: The visible layer of the Sun; cooler than the other two outer layers.

solar flares: An explosion of gas and magnetic energy on the surface of the Sun; normally occur around sunspots.

sunspot: Cool, dark spots that appear periodically on the Sun's surface; strong magnetic fields normally occur at the spots.

Assessment

Pre-Lesson Assessment

Brainstorming: As a class, have the students engage in open discussion. Remind students that in brainstorming, no idea or suggestion is "silly." All ideas should be respectfully heard. Take an uncritical position, encourage wild ideas and discourage criticism of ideas. Have them raise their hands to respond. Write their ideas on the board. Ask the students:

What tools do engineers and scientists use to view and learn about the Sun? (Possible answers: telescopes, high-powered imaging systems, satellites)

How big is the Sun? (Answer: Large enough for a million Earths to fit inside it.)

How far away is the Sun from the Earth? (Answer: 92 million miles)

How long does it take light to travel from the Sun to the Earth? (Answer: eight minutes)

What produces the extreme temperatures of the sun? (Answer: Fusion reactions at the core of the sun.)

How does the energy from the sun reach us here on Earth? (Answer: Energy is transferred to us via light, radiation, and convection [solar winds].)

How old is the sun? (Answer: 5 billion years old)

Do we know how long the sun will be around? (Answer: Yes, we can roughly calculate how much "fuel" the sun still has. At its current "hydrogen-burning" stage, the sun is expected to last another 5 billion years. Following this, the sun will burn helium and expand into a red giant.)

Post-Introduction Assessment

Idea Web: Ask students to brainstorm a list of activities we could not do if there was no Sun. What effects would the lack of these activities have on our daily lives? Could you live without the Sun? Encourage the students to build off of the other ideas. Have them create the idea web on the chalk/white board.

Lesson Summary Assessment

1. Worksheet: Have the students complete the attached Our Amazing, Powerful Sun Worksheet in groups of two (each completing their own). Answers can be found in the Our Amazing, Powerful Sun Worksheet Answer Key.

2. Pass the Buck: In groups of four, have students brainstorm ideas to design the ultimate renewable energy system. First, assign one student in the group to be the recorder. Then, have someone toss out an idea. Next, another person in the group provides an idea that builds on the first. Go around the group in this fashion until all students have put in enough ideas to put together a design. When they are done, have them share their idea(s) with the class. Encourage the incorporation of any current renewable energy systems (solar power, wind power, etc.) that they have learned about in other classes or past lessons. This can also be a fun exercise as an entire class.

References

National Aeronautics and Space Administration, Solar System Exploration, http://solarsystem.nasa.gov/multimedia/display.cfm?IM_ID=107

National Aeronautics and Space Administration, Goddard Space Flight Center, "Solar Flare Theory," August 1, 2007, accessed March 17, 2009. http://hesperia.gsfc.nasa.gov/sftheory/index.html

National Aeronautics and Space Administration, Marshall Space Flight Center, Solar Physics, "Sun Facts," March 4, 2009, accessed March 17, 2009. http://solarscience.msfc.nasa.gov/

National Aeronautics and Space Administration, Heliophysics Science Division, NASA's GSFC, "Cosmicopia an abundance of cosmic hars", June 18, 2012, accessed January 3, 2014. http://helios.gsfc.nasa.gov/qa_sun.html

Cornell University, Astronomy Department, "Ask an Astronomer", November 11, 2002, accessed January 3, 2014. http://curious.astro.cornell.edu/question.php?number=389

Copyright © 2009 by Regents of the University of Colorado.

Contributors Brian Kay; Jessica Todd; Geoffrey Hill; Jessica Butterfield; Janet Yowell

Supporting Program Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder

Acknowledgements

This digital library content was developed by the Integrated Teaching and Learning Program under National Science Foundation GK-12 grant no. 0338326. However, these contents do not necessarily represent the policies of the National Science Foundation, and you should not assume endorsement by the federal government.

Last modified: September 23, 2020

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Students are introduced to the Sun by exploring various aspects of it, including its composition, interior workings, and relationship to the Earth.

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Gimkit is a game show for the classroom that requires knowledge, collaboration, and strategy to win. Get started for free!

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Explore the transformation in our understanding of the solar system, from the geocentric beliefs of the past to the heliocentric realities revealed by pioneers like Copernicus, Kepler, and Galileo, shedding light on the orbits of planets, moons, and the significance of constellations in our cosmic neighborhood. This problem-based lesson comes with two different reading levels and a Spanish version. Audio is included with each of the reading passages. The Teacher's Copy includes answers and explanations.

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Movement in Space (Middle School Science)

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Explore the transformation in our understanding of the solar system, from the geocentric beliefs of the past to the heliocentric realities revealed by pioneers like Copernicus, Kepler, and Galileo, shedding light on the orbits of planets, moons, and the significance of constellations in our cosmic n...

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Gimkit is a game show for the classroom that requires knowledge, collaboration, and strategy to win. Get started for free!

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NGSS Aligned.

Spanish versions included.

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Make teaching Earth's Place in the Universe a snap with these no-prep slideshows tailored for middle school students. Aligned with NGSS standards, these presentations delve deep into the four core areas of MS-ESS1, ensuring comprehensive coverage and understanding. These slideshows in English and Spanish cater to a diverse range of learners. For optimal performance, use these Canva templates with a free Canva for Education account.

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Earth's Place in the Universe Slideshow Bundle

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Make teaching Earth's Place in the Universe a snap with these no-prep slideshows tailored for middle school students. Aligned with NGSS standards, these presentations delve deep into the four core areas of MS-ESS1, ensuring comprehensive coverage and understanding. These slideshows in English and Sp...

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Earth’s Systems Slides in English and Spanish (MS-ESS2)

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Customizable Canva template slides for middle school science educators teaching the NGSS standard MS-ESS2: Earth’s Systems. Available in English and Spanish with a video guide for translation into other languages using the translation tool in Canva. Use a free Canva for Education account to access t…