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In this lesson, students will learn about a natural factor affecting their everyday lives—daylight. First, they will collect data on sunrise and sunset in their hometown, create a Microsoft Office Excel 2007 chart to help them understand the data pattern, and offer a hypothesis about why the amount of daylight varies over the year. Then, they will learn how the earth's rotation affects the amount of daylight over the course of the year. On This PageLesson plan|
School level | | • | Middle school (11–13 years old) | | • | High school (14–18 years old) |
| Subjects | | Class time | | • | 3–4 class periods (45- minute periods) |
| Software required | | • | Microsoft Office Excel 2007 | | • | Microsoft Office Word 2007 |
| Materials needed | |
Teacher guideGoals| • | Students use technology tools to enhance learning, increase productivity, and promote creativity. |
Objectives| • | Students will collect real data of sunrise and sunset times for their hometown. | | • | Students will look for a pattern in the amount of daylight over a year. | | • | Students will write explanations for the daylight pattern they observe. | | • | Students will view an online demonstration to learn why the amount of daylight varies during the year and write a detailed scientific explanation for the variation in daylight. |
Lesson procedureIntroductionDaylight has a powerful affect on all life on this planet, including our human lives. How much do you know about this powerful natural phenomenon that affects our lives every day? For example: | • |
Do you know at what time the sun rose today?
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Does the sun always set and rise at the same time every day? Does it rise and set at different times in the winter and summer?
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What do you think determines the amount of daylight we have each day?
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If the earth turns all the way around its axis every 24 hours, then why are some days longer than others?
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How do you think these changes in daylight are related to the seasons?
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In Step 1 of this lesson, found in the handout, you are going to look at actual sunrise and sunset times for your hometown to see if you can find a pattern in the amount of daylight during the year. You will collect your data in an Office Excel 2007 spreadsheet and create a chart to help you identify the pattern. You will then write an explanation of why you think the amount of daylight varies throughout the year. In Step 2, also found in the handout, you will work to understand scientifically why there is a pattern in the amount of daylight over the course of the year. For example, if the earth always turns one rotation every 24 hours, then why does the amount of daylight vary? You will view an online demonstration that explains how and why the amount of daylight changes from season to season and then write an explanation in your own words. Main activityTeachers: Please download the Student activity handout for details on the main activities for this lesson plan: Conclusion| • |
Have students present their reports to the class in teams or alone.
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Assess students' work:
| • | For Step 1, students can be assessed on the accuracy of their data collection and creation of a chart from their data. Students should use accurate scientific and mathematical terms when describing the patterns they see. | | • | For Step 2, students should be assessed on the responses to the questions after they have viewed the online demonstration. |
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Materials needed
Student handout (Office Word 2007 document, 27 KB)
Template and sample (Office Excel 2007 worksheet, 17 KB)
Lesson extension activities| • |
Provide models of the sun and earth (or have the students make them) to use in students' explanations.
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Have students look up sunrise and sunset data for other locations on earth to verify the accuracy of the online demonstration.
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Have students read Information on Daylight Saving Time
and study debates about extending Daylight Saving Time. Have them think about and write down some of the positive and negative affects of doing this, and/or stage a live debate on the issue.
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