By: Nick, Tiara, Shawn
Origins of time…..
16.A.1a Explain the difference between past, present and future time; place themselves in time.
16.A.1b Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources).
16.C.1b (W) Explain how trade among people brought an exchange of ideas, technology and language.
16.E.2b (W) Identify individuals and their inventions (e.g., Watt/steam engine, Nobel/TNT, Edison/electric light) which influenced world environmental history.
17.A.1b Identify the characteristics and purposes of geographic representations including maps, globes, graphs, photographs, software, digital images and be able to locate specific places using each.
13.A.1c Explain how knowledge can be gained by careful observation.
13.A.2c Explain why keeping accurate and detailed records is important. 13.B.1b Explain how using measuring tools improves the accuracy of estimates. 13.B.1d Identify and describe ways that science and technology affect people’s
everyday lives (e.g., transportation, medicine, agriculture, sanitation, communication occupations).
Standards
Http://www.abirdshome.com/sundials.htmlhttp://www.fi.edu/time/Journey/Sundials/aboutsd.
htmhttp://www.liverpoolmuseums.org.uk/nof/sun/san
5.htmlhttp://www-istp.gsfc.nasa.gov/stargaze/Sundial.ht
mhttp://www.sundialsoc.org.uk/http://www.timecenter.com/articles/when-time-be
gan-the-history-and-science-of-sundials/
Resources
Imagine if there were no clocks around to dismiss you from school, no way of telling what time Spongebob starts on TV, and no way of telling when it is time for recess. This actually used to be true!!
Introduction
Now it is your job to work in groups to find out how telling time first began. This activity will provide you with all the information that you need to know about how telling time began.
Task
For this activity you are going to be broken up into groups of five.
Each group will be responsible for answering the question that they are given. These questions will be distributed randomly.
Each group must then present their answer in the form of a poster.
Process
Sun- Manages the project and decides who will do each of the other roles
Clock- Goes to the websites to look for answersEarth- Writes down answers found from
websites to take back to the groupScribe- Writes the words onto the posterArchitect- Draws the pictures onto the poster
Roles
How do you think people told time before clocks?
How do you think the Sundial works?Who invented the Sundial?How many different Sundials are there in the
world?How did people around the world compare
time?Was the time the same as it was in IL?
Questions
Congratulations!! You have now discovered that without ancient sundials we would not be able to enjoy the luxury of telling time that we have today.
Conclusion
Students will complete an arts and crafts project where they make their own sundial.
Students will view a movie during class about Sundials and afterwards write a short paragraph about what they learned.
Students will visit Google Earth to look up various ancient Sundial locations.
Students will research and present a project about various important figures in the development of time and clocks.
Students will create and act out a short skit detailing their idea of what the creation of Sundial was like.
Future Lessons
Below Average (1)
Average
(2)
Above Average (3)
Exceptional
(4)
Total Score
Questions Did not answer
Answered partially
Answered fully
Answered fully and was very well developed
Presentation Failed to explain
Explained but everyone in group did not equally talk
Explained accurately but lacked full explanation
Full explained every aspect
Poster No creativity
A lot of blank white space
Poster is nearly full and easy to read
Very creative and full of information
Participation Very unevenly distributed work
Everyone worked but some did very little
Everyone helped out
Everyone provided an equally important well thought out part
Evaluation
References