Objective: 

Students will observe how shadows change throughout the day and use computational thinking to organize the collected data into graphical displays that highlight daily patterns.

Materials Needed: 

• Chalk

• Rulers

• Graph paper

• Markers

Steps:

• Introduction: 

  • Begin by discussing how shadows change length and direction during the day, relating these changes to the position of the sun. 

  • Explain that students will collect data on shadow lengths and directions at different times of the day and use graphs to reveal patterns.

• Group Activity: 

  • In small groups, students will head outside to trace and measure the length and direction of a shadow at different times (e.g., morning, noon, and afternoon). 

  • They will record the data in a table, showing the time, shadow length, and angle.

• Creating the Graph: 

  • Students will use graph paper to plot the data, with time on the x-axis and shadow length on the y-axis. 

  • Encourage students to notice patterns, such as shorter shadows at noon and longer shadows in the morning and afternoon.

• Presentation: 

  • Groups will present their graphs, explaining the pattern of shadow changes over time. 

  • Discuss how this data helps us understand the relationship between the Earth's rotation and the sun's position.

Equity and Access: 

Provide templates for students who need extra support with graphing, and ensure all students participate in data collection by assigning roles.

Real-World Connection: 

Architects and urban planners use shadow patterns to design buildings, ensuring that structures maximize natural light while minimizing unwanted shadows in outdoor spaces, contributing to energy efficiency and comfort.

CS Practice(s): 

• Developing and Using Abstractions: Students create graphs to represent shadow lengths and to support understanding of the Earth’s rotation.

Standard(s): 

• CA NGSS 5-ESS1-2

• CA CS 3-5.DA.8

• CA CS 3-5.DA.9

Objective: 

Students will use Scratch or another coding platform to create an animated model that shows the appearance and disappearance of stars in the night sky based on seasonal changes, using data to highlight the relationship between the Earth's position and visible stars.

Materials Needed: 

• Tablets or computers

Steps:

• Introduction: 

  • Begin by discussing how different stars are visible at different times of the year due to the Earth’s orbit around the sun. 

  • Introduce Scratch or another coding platform as a tool for creating a visual model that shows these seasonal changes.

• Group Activity: 

  • In pairs, students will gather data about which stars are visible during each season and use a coding platform to create an interactive animation. 

  • The animation will simulate the night sky, showing how certain stars appear and disappear as the seasons change.

• Creating and Coding: 

  • Students will input data for the stars visible during each season and use coding blocks in a platform to animate the sky’s transition throughout the year. 

  • For example, they can program stars to fade in and out depending on the month.

• Presentation and Testing: 

  • Groups will present their models and explain how they used data and coding to represent seasonal star patterns. 

  • Encourage the class to discuss how the Earth’s motion around the sun causes these patterns to emerge.

Equity and Access: 

Provide pre-made coding templates with basic animations for students who need extra support. Pair students with varying levels of experience for collaborative learning.

Real-World Connection: 

Astronomers use software to track and predict the visibility of stars and constellations, which is essential for navigation, space exploration, and understanding the Earth's movement relative to other celestial bodies.

CS Practice(s): 

• Creating Computational Artifacts: Students develop an interactive visual representation of seasonal star changes.

Standard(s): 

• CA NGSS 5-ESS1-2

• CA CS 3-5.DA.8

• CA CS 3-5.DA.9

• CA CS 3-5.AP.13