¿Quién fijó la hora en el primer reloj?

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¿Quién fijó la hora en el primer reloj?

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CONVERSEMOS:

¿Cómo crees que se puso a la hora el primer reloj si no había otro reloj que ver?

CONVERSEMOS:

Hace mucho, la gente no tenía el concepto de las horas o de los minutos. A alguien se le tuvieron que ocurrir estas maneras de dividir el día en partes. ¿Qué problemas hubieras tenido esta semana si solo pudieras medir el tiempo en días?

CONVERSEMOS:

¡Cuenta cómo un egipcio! Usa tu dedo pulgar para contar todos los segmentos de dedos en esa misma mano.

¿Cuántos segmentos de dedos tienes en una mano?

Ve la respuesta...

CONVERSEMOS:

Entonces, ¿por qué crees que hay 24 horas en un día?

Ve lo que se nos ocurrió a nosotros...

CONVERSEMOS:

¿Qué le pasa a las sombras mientras pasa el tiempo?

¿Cómo podríamos usar las sombras para medir la posición del Sol?

Paso
01/15
Obtén estos materiales. Obtendrás otros más adelante.
Paso
02/15
Escribe tu nombre y la fecha en la parte de atrás del plato.
Paso
03/15
Usando una regla, haz un símbolo de suma gigante (o una cruz).
Paso
04/15
Marca los puntos de la cruz de esta forma. Para recordar dónde
poner las letras, puedes decir “Nancy Entrena Siete Osos.
Paso
05/15
Corta la plantilla del reloj y pégala en el plato. Asegúrate, al
hacerlo, de que el pico esté hacia el norte.
Paso
06/15
Encuentra el mes en el que estamos y pon la bolita adhesiva
ahí. Luego, mete el palillo de dientes en la bolita adhesiva.
Paso
07/15
Encuentra un compañero o compañera con quien trabajar.
Tu maestro o maestra les dará lámparas de mano.
Paso
08/15
Experimento: mueve la luz de la lámpara y observa la sombra
del palillo de dientes. ¿Puedes hacer una sombra suficientemente
grande para que alcance los números del reloj?
Paso
09/15
Muevan la linterna de forma que la sombra apunte a las horas
de la mañana: a. m. Luego platiquen sobre sus respuestas a estas
preguntas con el resto de la clase.
Paso
10/15
Ahora, muevan la linterna para que la sombra apunte a las
horas de la tarde: p.m. Luego platiquen sobre sus respuestas
a estas preguntas con el resto de la clase.
Paso
11/15
¿Pueden hacer que el reloj vaya de las seis a.m. a seis p.m.?
Inténtenlo y luego platiquen sobre sus respuesta a esta pregunta
con el resto de la clase.
Paso
12/15
En una pared de tu salón hay un cartel que dice "North” o
“Norte". Gira tu reloj de sombra para que la N apunte en
esa dirección.
Paso
13/15
¿Qué hora es? Mueve tu lámpara hasta que tu reloj de sombra
también muestre esa hora.
Paso
14/15
Platica sobre tu respuesta a esta pregunta con el resto
de la clase.
Paso
15/15
Esta semana, en un día soleado, sal con tu Reloj de Sombra y
ponlo a prueba usando el Sol.
Slide Image
Slide Image

norte


1 de 5

uno de los cuatro puntos cardinales; si estás mirando hacia el norte, el oeste está a tu izquierda y el este a tu derecha
Slide Image

sur


2 de 5

uno de los cuatro puntos cardinales; si estás mirando hacia el norte, esta atrás de ti
Slide Image

este


3 de 5

uno de los cuatro puntos cardinales; si estás mirando hacia el norte, está a tu derecha
Slide Image

oeste


4 de 5

uno de los cuatro puntos cardinales; si estás mirando hacia el norte, está a tu izquierda
Slide Image

reloj solar


5 de 5

una herramienta para indicar la hora y que utiliza el cambio de las sombras causadas por el movimiento del Sol en el cielo

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clock by TBIT / cropped, adjusted color

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Lesson narration:

Activity Prep

Print Prep
In this lesson, students will learn why our ancestors divided the day into hours and how clocks measure the Sun’s apparent movement. In the activity, Make a Shadow Clock, students make their own sundials. First, students use flashlights indoors to understand how the position of the light affects the time shown on the clock. Then, students take their shadow clocks outside to see how the position of the Sun can tell them the time of day.
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Astronomy Lesson 2: Who set the first clock?

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