Lesson Plan

Shadow Plots: Length and Direction of Shadows

Subject Area

Science

Grade(s)

5

Overview

Students will create sun shadow plots to demonstrate how the position and motion of Earth with respect to the sun causes changes in the length and direction of shadows. Students will observe and record shadow data for an entire day.

After collecting the data, students will analyze the data and create a line graph to determine at which time of the day the longest shadows are created.

This lesson was created as part of the 2016 NASA STEM Standards of Practice Project, a collaboration between the Alabama State Department of Education and NASA Marshall Space Flight Center.

Science (2015) Grade(s): 5

SC15.5.13

Analyze data and represent with graphs to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky (e.g., shadows and the position and motion of Earth with respect to the sun, visibility of select stars only in particular months).

Unpacked Content

UP:SC15.5.13

Vocabulary

  • Data
  • Graph
  • Bar Graph
  • Pictograph
  • Pie Chart
  • Line Graph
  • Analyze
  • Shadow
  • Seasonal
  • Sun
  • Star

Knowledge

Students know:
  • The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns.
  • These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year.
  • The apparent motion of the sun from east to west results in patterns of change in length and direction of shadows throughout a day as Earth rotates on its axis.
  • The length of the day gradually changes throughout the year as Earth orbits the sun, with longer days in the summer and shorter days in the winter.
  • Some stars and/or groups of stars (constellations) can be seen in the sky all year, while others appear only at certain times of the year.

Skills

Students are able to:
  • Using graphical displays (e.g., bar graphs, pictographs), organize data pertaining to daily and seasonal changes caused by the Earth's rotation and orbit around the sun. Organize data that include the following:
    • The length and direction of shadows observed several times during one day.
    • The duration of daylight throughout the year, as determined by sunrise and sunset times.
    • Presence or absence of selected stars and/or groups of stars that are visible in the night sky at different times of the year.
  • Use the organized data to find and describe relationships within the datasets.
  • Use the organized data to find and describe relationships among the datasets, including the following:
    • Similarities and differences in the timing of observable changes in shadows, daylight, and the appearance of stars show that events occur at different rates (e.g., Earth rotates on its axis once a day, while its orbit around the sun takes a full year).

Understanding

Students understand that:
  • Similarities and differences in patterns can be used to sort, classify, communicate and analyze daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

Scientific and Engineering Practices

Analyzing and Interpreting Data

Crosscutting Concepts

Patterns

Primary Learning Objectives

Students will analyze and represent data with graphs to reveal patterns of daily change in length and direction of shadows and the position and motion of Earth, with respect to the sun.

Procedures/Activities

Engage:

Begin with a whole group discussion to help students activate background knowledge on shadows.  Use the questions from page 9 of Education Guide and a pencil and flashlight to facilitate the discussion.

Show the introduction video Ancient Observatories: Timeless Knowledge part 1.

Explore:

Students will make sun shadow plots by marking the ends of shadows made by the Sun and a gnomon (a stick used to cast a shadow) every half hour throughout the day. Students will observe and record how the length and position of shadows change throughout the day as a result of the Earth’s spin changing its position to the Sun.

Once students have mapped most of a school day’s worth of shadows, they will measure and record the shadow angles and lengths.

This activity needs to be conducted on a clear, sunny day in a flat area such as a parking lot or tennis court.

Place the longest edge of the box along the edge of the parking lot or along any straight line. You will need to tape the box to the ground on all 4 sides so that it does not move through the course of the day. Start observing and recording data as early as possible in the day. Send out individuals or groups to mark the location of the end of the gnomon's shadow every 30 minutes. Next to each dot, label the time that it was marked.

Students will record data on Table 1: Sun Shadow Plot Data on page 19 of the student handout.


Engage:

Begin with a whole group discussion to help students activate background knowledge on shadows.  Use the questions from page 9 of Education Guide and a pencil and flashlight to facilitate the discussion.

Show the introduction video Ancient Observatories: Timeless Knowledge part 1.

Explore:

Students will make sun shadow plots by marking the ends of shadows made by the Sun and a gnomon (a stick used to cast a shadow) every half hour throughout the day. Students will observe and record how the length and position of shadows change throughout the day as a result of the Earth’s spin changing its position to the Sun.

Once students have mapped most of a school day’s worth of shadows, they will measure and record the shadow angles and lengths.

This activity needs to be conducted on a clear, sunny day in a flat area such as a parking lot or tennis court.

Place the longest edge of the box along the edge of the parking lot or along any straight line. You will need to tape the box to the ground on all 4 sides so that it does not move through the course of the day. Start observing and recording data as early as possible in the day. Send out individuals or groups to mark the location of the end of the gnomon's shadow every 30 minutes. Next to each dot, label the time that it was marked.

Students will record data on Table 1: Sun Shadow Plot Data on page 19 of the student handout.

Assessment Strategies

Explain:

Students will use the Angle Bisector Method of their choice or a GPS to find and verify true north. In addition students should complete discussion questions on page 20 of the student handout.

Additional assessment can come from teacher observation of student participation and completion of data charts that depict a relationship between the position and motion of Earth in relation to the sun.

Acceleration

Extend:

Students or the teacher can create another Shadow Plot Box, using a different length gnomon than the original design.

Have students place stickers or other small objects where they predict the end of the shadow will fall at specific times throughout the day. Be sure to orient this box in the same manner as the original box.

Intervention

ELL: The student handouts could be translated into the native language of the student. The ELL teacher can also provide assistance to students.

Students with disabilities: Students can work with a peer helper or with the pull-out teacher.

Approximate Duration

Total Duration

Greater than 120 Minutes

Background and Preparation

Background/Preparation

The teacher will need to be familiar with how the position and motion of Earth with respect to the sun causes changes in the length and direction of shadows.  Additional background information can be found on page 5 of the Education Guide.

The teacher also needs to understand how to find true north using the Patty Paper Method, Protractor Method, and Compass Method. Information on those methods can be found on page 13 of the Education Guide.

Create a Sun Shadow Box as shown on page 10 of the Education Guide.  This can be created ahead of time, as class, or as a small group. 

Materials and Resources

Materials and Resources

This activity comes from the NASA Connect Education Guide Ancient Observatories: Timeless Knowledge.

  • Gnomon (skewer)
  • large cardboard box (5-10 cm tall)
  • protractor
  • ruler
  • markers
  • glue
  • 11 x 17 sheet of paper
  • tracing paper
  • masking tape
  • scissors
  • science journal or notebook
  • pencils
  • a compass
  • copies of the student handout, pages 17-19 in the Education Guide

Technology Resources Needed

Computer or device with Internet connection

YouTube video Ancient Observatories: Timeless Knowledge part 1

Approved Date

2016-02-24
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