These shadows are getting longer because the Sun is moving down. Watch, thendiscuss. If the Sun is moving down, is it morning or evening? How do you know?
The Sun looks like it moves across the sky. It is at different places in the sky at
different times. Let’s see how the Sun can help us keep track of time.
This is Mateo’s favorite spot to play. It is a big field near where he lives. He can
chase butterflies. He can dig in the dirt. He can play his favorite games.
Mateo doesn’t bring anything to keep track of time when he goes here to play. He
doesn’t need anyone to help him keep track of time, either. But he can keep track
of time anyway. Let’s try to figure out how he does it.
When Mateo goes to the field to play, he likes to go right after breakfast. This is
what it looks like right after breakfast. Discuss. Do you see anything in this picture
that tells you it is morning?
After Mateo plays all morning, it is time for lunch. This is what it looks like when it is
time for lunch in the middle of the day. Discuss. Do you see anything that helps
Mateo know that it is time for lunch?
After lunch, Mateo plays all afternoon. Then, in the evening, it is time to go home.
This is what it looks like when it is time to go home. Discuss. Do you see anything
that helps Mateo know that it is time to go home?
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Discuss. How was Mateo able to tell when it was morning, when it was time for
lunch, and when it was time to go home?
Now let’s see if you can keep track of time! This is a picture from a different day.
Discuss. Is it morning or evening? How do you know? And where do you think the
Sun will move next?
This is a picture from a different day. Discuss. Is it time to eat breakfast, lunch, or
dinner? How do you know? And where do you think the Sun will move next?
This is a picture from a different day. Discuss. Is it time to play, time to eat lunch,
or time to go home? How do you know?
Imagine you are going to play at this field with Mateo tomorrow. Do you think you
could use the Sun to keep track of time all by yourself?
Step 01/04
You will get a sheet that looks like this. You will draw where the Sun
will be in the morning, at lunchtime, and in the evening.
Step 02/04
You can draw the Sun as a circle, like this. Remember: you’ll need to
draw it in the right place at each time of day.
Step 03/04
There are 3 boxes. In box 1, you will draw the Sun where it will be in
the morning. In box 2, you will draw where the Sun will be at lunch. In
box 3, you will draw where the Sun will be when it is time to go home.
Step 04/04
Get a sheet. Put your name at the top. Then, draw where the Sun will
be in the morning, at lunch, and when it is time to go home in the
evening.
In this performance task, students will observe and predict the apparent location of the Sun in the sky at different times of day.
After a review of the unit, students will gather observations of the Sun from a single location. They will see that the Sun follows a repeating pattern in its apparent motion, and then use that pattern to predict the location of the Sun at various times of day in the future.
Before starting this lesson, review the unit Teacher Guide for an overview of the Spinning Sky Anchor Layer.
Students can work individually, in pairs, or you may choose to work with small groups. Print as many copies of the Where Will the Sun Be? worksheet as you will need for your students. One copy will be needed for each individual, each pair, or each small group.
With your students, begin the lesson. It begins with a brief unit review. Then, move through the activity. The activity includes a step-by-step guide and discussion questions throughout.
Standards
Use observations of the sun, moon, and stars to describe patterns that can be predicted.
