8-12 Lesson 1

Sunrise...Sunset - Bilingual Telemation Unit

8-12 Lesson 8:
The Timing of the Seasons

Concepts:

The position of the sun on the horizon at sunrise and sunset changes as the year progresses, giving rise to the set of environmental variables which we collectively know as "seasons".

The Scientific Investigation:

How is the position of the sunrise and sunset related to the seasons of the year?

Purpose:

This investigation is designed to develop knowledge of the relationships between the position of the sun on the horizons at dawn and dusk, related to the climatic variables of the seasons of the year.

Materials:

Magnetic compass

Indoor/outdoor and maximum/minimum thermometers

Notebooks and materials to scientifically record observations

Procedures:

Interactive Science Telecommunications Lesson:

Students should telecompute information relating the date and the "true" magnetic compass angle to sunrise and/or sunset, as well as the observations noted in the "Related Science Appications" section below.

Telecomputing Applications/Time-lines/Schedules:

Students should report the following information to "The Group"

Name of person reporting observations (and other identifying info)
School name, city, and state
Date of observation
Time of observation
Degrees of compass angle north or south of 090 (sunrise)
Degrees of compass angle north or south of 270 (sunset)
The lowest temperature in 24 hours
The highest temperature in 24 hours
The wind speed (in Beaufort Wind Scale readings)
The wind direction (using only "8 points" of the compass)
The predominant cloud type(s) in the past 24 hours
The type of precipitation (if any)
The amount of precipitation

Related Science Activities:

How is the position of the sun at sunrise and sunset related to the climatic environmental variables in the community? Design an experiment which organizes the following task. Students should determine a position on the horizon which represents "true" east (angle 090), and "true" west (270), as opposed to magnetic angles or "compass" angles, both which are influenced by local variations or deviations of a true compass reading. Once the location on the horizon representing 090 and 270 have been determined, the student should measure the angle north or south of 090 and 270 for sunrise and sunset respectively. Times for sunrise and sunset should be measured, and the length of the day calculated from these measures. Measures of temperature (lowest and highest for the day from a maximum/minimum thermometer), and observations related to wind (speed and direction), clouds, and precipitation should also be noted.

Assessment:

Scientists work in a very methodical fashion. Maintaining accurate records of observations and measurements is a key component in this systematic method. Every student should keep accurate chronological record, possibly in a scientific investigations journal or science lab book, of everything which they do in the investigation. These notes should be placed within the student's portfolio for assessment purposes.

Conclusion:

What is the relationship of the position of the sun on the dawn or dusk horizon to variables related to climate in your region?

Extensions:

Mathematics:

The student should proceed to statistically analyze the day-length, temperature, wind, cloud, and precipitation observations as related to the position of the sunrise and sunset.

Language Arts:

Communication between the participants in this investigation will be through the transmission of text files. Students should write their message in a word processor, making corrections as necessary to clarify what they wish to send to others who are working with them on the project. The word processing file should then be saved as an ASCII file, up-loaded, and sent within the time frame of the project's schedule.

Social Studies/History Multicultural Lessons
(Archeoastronomy/Geography):

There is a rich body of knowledge relating to how ancient people predicted the growing season for their crops related to the position of the sunrise and sunset. These observations were often made by "priests" in "temples," and were connected intimately with the cultural and religious heritage of the people. Student projects investigating how various cultural groups predicted important seasonal changes will provide a rich source of learning for your courses.

Language Development Strategies:

Communication via telecomputing requires the use of written statements. Students will be encouraged to ask people to clarify their written messages when they are not clearly communicating something to the other party. Through these feed-back techniques, students will learn how to more effectively and clearly communicate with people with whom you are not able to explain yourself and your message as people are able to do in person or on the telephone.

Visual/Performing Arts:

In addition to the rich assortment of archeological structures which provide an insight into how sunrise and sunset are related to the crop seasons and other festivals of various cultures, there are many dances which communicate important ideas within a cultural context. Classes could offer a very interesting insight into our multicultural heritage through performing some of these dances and other archaeoastromical activities.

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