By: Nick, Tiara, Shawn

16.A.1a Explain the difference between past, present and future time; place themselves in time. 16.A.1b Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources). 16.C.1b (W) Explain how trade among people brought an exchange of ideas, technology and language. 16.E.2b (W) Identify individuals and their inventions (e.g., Watt/steam engine, Nobel/TNT, Edison/electric light) which influenced world environmental history. 17.A.1b Identify the characteristics and purposes of geographic representations including maps, globes, graphs, photographs, software, digital images and be able to locate specific places using each. 13.A.1c Explain how knowledge can be gained by careful observation. 13.A.2c Explain why keeping accurate and detailed records is important. 13.B.1b Explain how using measuring tools improves the accuracy of estimates. 13.B.1d Identify and describe ways that science and technology affect people’s everyday lives (e.g., transportation, medicine, agriculture, sanitation, communication occupations).

the-history-and-science-of-sundials/ the-history-and-science-of-sundials/

Imagine if there were no clocks around to dismiss you from school, no way of telling what time Spongebob starts on TV, and no way of telling when it is time for recess. This actually used to be true!!

Now it is your job to work in groups to find out how telling time first began. This activity will provide you with all the information that you need to know about how telling time began.

For this activity you are going to be broken up into groups of five. Each group will be responsible for answering the question that they are given. These questions will be distributed randomly. Each group must then present their answer in the form of a poster.

Sun- Manages the project and decides who will do each of the other roles Clock- Goes to the websites to look for answers Earth- Writes down answers found from websites to take back to the group Scribe- Writes the words onto the poster Architect- Draws the pictures onto the poster

How do you think people told time before clocks? How do you think the Sundial works? Who invented the Sundial? How many different Sundials are there in the world? How did people around the world compare time? Was the time the same as it was in IL?

Congratulations!! You have now discovered that without ancient sundials we would not be able to enjoy the luxury of telling time that we have today.

Students will complete an arts and crafts project where they make their own sundial. Students will view a movie during class about Sundials and afterwards write a short paragraph about what they learned. Students will visit Google Earth to look up various ancient Sundial locations. Students will research and present a project about various important figures in the development of time and clocks. Students will create and act out a short skit detailing their idea of what the creation of Sundial was like.

Below Average (1) Average (2) Above Average (3) Exceptional (4) Total Score QuestionsDid not answer Answered partially Answered fullyAnswered fully and was very well developed PresentationFailed to explain Explained but everyone in group did not equally talk Explained accurately but lacked full explanation Full explained every aspect PosterNo creativity A lot of blank white space Poster is nearly full and easy to read Very creative and full of information ParticipationVery unevenly distributed work Everyone worked but some did very little Everyone helped out Everyone provided an equally important well thought out part