RESOURCE GUIDEBOOK FOR EDUCATORS
Astronomy and Space: Build a Sundial
Unit: 7.10 Astronomy and Space
Created by: Arooj Arslan and Salma Nakhuda
Lesson/Activity Title: Astronomy and Space: Build a sundial
Recommended Grade(s): Gr 6, 2/3, 9
Time Needed – Execution: 2-3 periods
Links to the accompanying Slidedeck, Worksheet, Rubric and Escape Room Acitivity provided in the Lesson plan below.
Background
With the advancements in Science & Technology, we need to acknowledge and credit the long chain of scientists, engineers, and inventors who spent their lives in exploration leading up to these advancements. To highlight some of the contributions made by the Muslim Civilization in the middle ages, we have created a series of 5 lessons to introduce K-12 students to some of the significant contributions made by Muslim scientists and inventors in the fields of Engineering, Physics, Astronomy, and Mathematics.
Lessons in these series:
7.06 Islamic Contributions to Flight
7.07 Islamic Inventions: Machines Using Cranks
7.08 Engineering of Domes in Islamic Architecture
7.09 Islamic Contributions: Camera Obscura
7.10 Astronomy and Space: Build a Sundial
Curriculum Expectations:
Grade 2
Math
Use units of time, including seconds, minutes, hours, and non-standard units, to describe the duration of various events
Grade 3
Math
Use analog and digital clocks and timers to tell time in hours, minutes, and seconds
Grade 6
Science
Use technological problem-solving skills to design, build, and test devices (e.g., a sundial) for investigating the motions of different bodies in the solar system
Use appropriate science and technology vocabulary
Objectives of the lesson:
By the end of this lesson, students will be able to:
Connect the contributions of some Islamic Scientists to the field of Astronomy:
Abd Al-Sufi,
Maryam Al-Ijliya,
Al-Biruni,
Al-Buzjani
Design and build a sundial and tell time using it.
Success Criteria:
I can use the design thinking process to build a sundial that tells time.
I can explain how to use a sundial to tell time using the science/math vocabulary.
Materials and Preparation Needed:
Game in Jamboard (View only: bit.ly/ihmMuslimAstronomersGame) (Make a copy: bit.ly/ihmMuslimAstronomersGameCopy)
Projector
Paper plates
Plastic straws
Compasses (one per group)
Ruler
Markers or crayons
Pen or pencil
Outdoor area that receives sunlight all day
Safety: Use appropriate eye protection when testing a sundial.
Vocabulary:
Axis, tilt, rotation, revolution, planets, units of time, non-standard units of time
Lesson
Minds-on
Watch the following video clip on slide 2 with the students: 1001 Inventions and the Library of Secrets - Sir Ben Kingsley. Using think/pair/share, ask the students to discuss with a partner:
Why do you think that time period was known as the dark ages in Europe?
Why was the same time period known as the golden ages of Science in the Islamic world? (Answer: It was a time of great scientific exploration in the Muslim civilization, which stretched from Spain to China at the time. Muslim scientists built on knowledge they received from other civilizations and passed on their knowledge to the modern world.)
Students will work in groups of three or four for the next activity. Give each group a piece of paper and have them divide it into 9 columns and label them ‘3 letter words’ to ‘10 letter words’ with the last column being 11 letters or longer. Put up slide 3 using the projector and have the students create as many space-related words as they can think of using the letters in the blue square. Each letter in the box can only be used once. (Answer suggestions: Planet, Earth, Star, Sun, Moon, Venus, Mercury, Jupiter, Saturn, Uranus, Astrolabe, Sundial, Astronomy, Astronomer, Galaxy, Eclipse)
Using slide 4, take a few minutes to discuss with the class why studying astronomy was important for Muslim scientists and inventors. Then, using the same groups as above, complete the following task.
Put up slide 5 and give the groups 5 minutes to discuss and write down their ideas/questions. Then each group can share their ideas with the class. Once completed, take a look at the Muslim Scientist contributions related to the image on slide 6.
Repeat the same discussion format as above using slides 7-8, slides 9-10 and slides 11-13.
Divide the class into two teams and play the following Matching Game in Jamboard (View only here) (Make a copy here). If students are working digitally or if several devices are available in the classroom, the game can be played in pairs.
Action
Share the following information from slide 15 with students.
A sundial is an instrument that was used to tell time using the shadows created by sunlight. Just like the hour-hand of a clock points to the current hour, the shadow created by the sundial’s ‘gnomon’ (marker) points to the current hour.
The sundial was not created by the Muslim civilization but was an important ancient instrument that used astronomy (i.e. the sun’s movement) to determine time. According to Britannica (2019), the earliest known sundial still preserved is from Egypt and dates back to 8th century BCE.
It is a simpler device that we can make in class to show how early scientists used astronomy to solve problems they faced (telling time in this case).
Students will now work in groups of three to create and test their sundials. See the instructions below for how to build a sundial (slide 16 onwards)
Take a paper plate and write 12 on the edge of the plate, anywhere.
Poke a hole in the centre of the plate with a sharp pencil.
Draw a straight line from the number 12 to the centrepoint. This is your ‘12 o’clock’ time indicator.
Take your paper plate outside to a sunny area that receives sunlight all day long. Place it flat on the ground next to a compass. Place the straw in the centre of the plate, in the same direction as the ‘North’ on the compass.
Now wait for 12 noon. You will see a shadow created by the straw. Hold the straw in place and gently rotate the rest of the plate in a way that the ‘12’ aligns with the shadow. You have now ‘calibrated’ the plate! Use tape or another anchor to attach the plate to the ground so it does not move.
Wait for an hour and go out again at 1 pm. Mark the shadow with the number 1. Keep doing this the entire day, marking each interval of an hour on the plate. Your sundial is now ready for you to tell time!
Things to Consider when Testing your Sundial:
How accurate and precise is it?
In what direction does your sundial fin need to point? Can you explain why?
In what direction might you expect the shadow to move?
Consolidation
Once the students have had a chance to test their sundial over a few days, consolidate the learning as a class by asking the students the following questions (slides 20-21):
What are the advantages and disadvantages of this ancient way of telling time? Would the sundial work accurately at different times of the year?
How does it compare to modern ways of telling time?
How would you create a ‘vertical sundial’?
Final recap statement: We need to acknowledge and credit the long chain of scientists, engineers, and inventors who spent their lives working to advance science and technology. The way we understand astronomy today would not have been possible without their contributions.
Assessment:
Observations of how the students use the design thinking process to design and test the sundial.
Anecdotal notes of how science or math terminology is used when describing how the sundial works.
Opportunities for Modifications and Extensions:
Pre-teach the vocabulary using images for younger students, English Language Learners, and Special Education.
Discuss why the straw is creating shadows in different places. To demonstrate the movement of the sun and how it creates shadows, you can have the students use their sundial indoors in a dark room with a flashlight. Move the flashlight over the plate from east to west to imitate the movement of the sun and see the different shadows appearing on the plate.
This is a fun ‘Scratch & Reveal’ Jamboard version of a few images from the lesson.
For a fun extension activity on a sunny day, take the students out to make a human sundial with their body. How would they do that?
As an extension for older students, ask the students to make a permanent sundial for the school yard using wood or other permanent materials.
References:
1001Inventions. (2020). 1001 Inventions and the Library of Secrets-Sie Ben Kingsley
[Video]. Youtube. https://youtu.be/SxJ2OC7iXo0
1001 Inventions & Awesome Facts from Muslim Civilization. (2012). United States:
National Geographic.
Al-Hassani, S. (2012). 1001 Inventions: the enduring legacy of Muslim civilization (3rd
ed.). National Geographic.
astroEDU. (2016). Making a Sundial. Space Awareness. https://astroedu.iau.org/en/activities/1608/making-a-sundial/
At-Home STEM Activities: Make Your Own Sundial. (2020, April). McAuliffe-Shepard Blog. https://www.starhop.com/blog/2020/4/16/at-home-stem-activities-make-a-simple-sundial-tk54y-khjr7
Wikihow staff. (2021). How to make a sundial. Wikihow. https://www.wikihow.com/Make-a-Sundial
Game template taken from meredithakers.com