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