Well, it's been a nice three-day weekend. I hope you all enjoyed the beautiful weather on Saturday and Sunday.
We are in the middle of an inquiry investigation about he apparent path of the sun and moon across the sky. I chose November 9 for the day to be studied. That was no accident. November 9 is significant. What phase was the moon in on Nov. 9? More about that later.
First we plotted the path of the sun and moon on a plastic hemisphere with stickers using altitude and azimuth data from the US Naval Observatory for Nov. 8
Second we plotted the path of the sun and moon on a circle graph using data for Nov. 9.
Third, we will ask questions that we are able to answer from our data.
Fourth, we will ask questions that we cannot answer from the data of Nov. 8 or Nov. 9, but that can be answered if we get more data from the US Naval Observatory. Each group will chose a problem that they want to investigate.
Classes are out of sync because I was absent on Monday and there were no classes on Tuesday. 802 missed their double class last Tuesday and will have to catch up with the others.
Therefore, the following lesson plan is not necessarily the lesson for all my classes.
OBJECTIVE: SWBAT Ask and Answer questions about the sun and moon path of Nov. 9
Introduction: Have students share questions and answers
Group Work: Students work in groups of four to make a list of questions that can be answered from the data
Share: Groups share their questions and answers.
OBJECTIVE: SWBAT Ask questions that can be answered by data from the US naval observatory.
Introduction: Elicit a list of questions
Group Work: Students work in groups of four to chose a question and state a hypothesis. Students write a request for the data they need.
Share: Groups share their problems, hypothesis and data requests
Monday, November 12, 2007
Thursday, November 8, 2007
Navigator 2-- Sun and Moon Sky Chart
Today I had four out of my five classes. We plotted the path of the moon and compared it with the path of the sun. I modified the lesson plan as follows:
LESSON PLAN: PLOTTING THE PATH OF THE MOON
OBJECTIVE: SWBAT use a plastic hemisphere to plot the path of the moon.
MATERIALS: Plastic Hemishpere, Exterior protractors, Data for altitude and azimuth of sun and moon for Thursday, Nov. 8. Stickers
CHALLENGE:
1. Write the following on the board:
Challenge--How does the path of the moon compare to the path of the sun?
Wild Guess__
2. Ellicit guesses from the students. Call them guesses, because a hypothesis is an educated guess and students do not have sufficient background knowledge on which to base an educated guess. Instruct students to write their guesses in their journals.
3. Give students the coordinates for the moon's position from moonrise to moonset at one hour intervals.
BUILD THE SKILL: Ask students to place a sticker at those coordinates.
Walk around the room and monitor their progress. Correct errors.
SCAFFOLD AND DIFFERENTIATE: As each group finishes, give them another set of coordinates. Allow students to progress at their own pace. Give additional help to those who need it.
ANALYZE: As the materials are being collected, students write a short paragraph comparing and contrasting the apparent paths of the sun and moon across the sky.
HOMEWORK: 1. Ask three questions that you CAN answer about the path of the moon today. 2. Ask three questions that you cannot answer about the moon's path. 3. Read pages ---- in your textbook. Ask and Answer one quesion per paragraph.
NOTES ON THIS LESSON
It is important to ask students to make a guess or hypothesis before carrying out the challenge. Most students guessed that the moon would rise and set on the opposite side of the sky as the sun. They found out that the moon in fact followed much the same path as the sun--not identical, but very much in the same part of the sky.
The Rubric for this lesson was similar to the one for the sun's path.
The RUBRIC for this activity is as follows:
4 -- The student plots ten positions of the moon--one for every hour between 6:00 AM and 4 PM.
3 -- The student plots seven to nine positions of the sun
2-- The student plots four to six positions
1--The student plots one to three positions.
TOMORROW'S LESSON PLAN
OBJECTIVE: SWBAT plot the positions of the sun and moon on a circle graph
INTRODUCTION: Ask students to share their questions and answers from the homework assignment. Show students one of the plastic hemispheres with the sun and moon stickers. Elicit observations about the paths of each. Tell students that the hemisphere is model that helps us see the whole day at once. It is a 3-D model. We can do the same thing with a circle graph, which is a 2-Dimensional Model.
CHALLENGE: Write the challenge on the board: Plot the path of the sun and of the moon on the circle graph.
.
MODEL THE SKILL:
Hand out the circle graph. Provide the coordinates for the first position of the sun. Challenge students to mark the position in pencil. Model the correct placement. Repeat if necessary the next two or three positions until most groups are able to plot the coordinates correctly on their own. Define with student participation the number of plots necessary for a FOUR, THREE, TWO, OR ONE.
BUILD THE SKILL:
Provide the students with the coordinates for the paths of the sun and moon for November 9, 2007. Circulate through the class giving help as needed. Allow students to work in pairs, but each person must make his/her own graph.
COMPARE AND CONTRAST
Have students make a T-chart comparing and contrasting the paths of the sun and moon
HOMEWORK
Write a comparison contrast of the paths of the sun and moon on Nov. 9, 2007
Astronomical Applications Dept.
U.S. Naval Observatory
Washington, DC 20392-5420
NEW YORK, NEW YORK
o , o ,
W 73 55, N40 44
Altitude and Azimuth of the Sun
Nov 9, 2007
Eastern Standard Time
Altitude Azimuth
(E of N)
h m o o
06:00 -7.1 106.1
07:00 3.7 115.8
08:00 13.3 126.5
09:00 21.6 138.7
10:00 28.0 152.9
11:00 31.7 168.9
12:00 32.2 185.8
13:00 29.4 202.2
14:00 23.8 217.0
15:00 16.0 229.8
16:00 6.7 240.9
17:00 -3.8 250.8
Astronomical Applications Dept.
U.S. Naval Observatory
Washington, DC 20392-5420
NEW YORK, NEW YORK
o , o ,
W 73 55, N40 44
Altitude and Azimuth of the Moon
Nov 9, 2007
Eastern Standard Time
Altitude Azimuth Fraction
(E of N) Illuminated
h m o o
06:00 -4.9 112.5 0.00
07:00 5.0 122.3 0.00
08:00 13.5 133.1 0.00
09:00 20.6 145.4 0.00
10:00 25.5 159.3 0.00
11:00 27.9 174.4 0.00
12:00 27.3 189.9 0.00
13:00 23.9 204.6 0.00
14:00 18.0 217.8 0.00
15:00 10.2 229.4 0.00
16:00 1.4 239.5 0.00
17:00 -9.0 248.7 0.00
LESSON PLAN: PLOTTING THE PATH OF THE MOON
OBJECTIVE: SWBAT use a plastic hemisphere to plot the path of the moon.
MATERIALS: Plastic Hemishpere, Exterior protractors, Data for altitude and azimuth of sun and moon for Thursday, Nov. 8. Stickers
CHALLENGE:
1. Write the following on the board:
Challenge--How does the path of the moon compare to the path of the sun?
Wild Guess__
2. Ellicit guesses from the students. Call them guesses, because a hypothesis is an educated guess and students do not have sufficient background knowledge on which to base an educated guess. Instruct students to write their guesses in their journals.
3. Give students the coordinates for the moon's position from moonrise to moonset at one hour intervals.
BUILD THE SKILL: Ask students to place a sticker at those coordinates.
Walk around the room and monitor their progress. Correct errors.
SCAFFOLD AND DIFFERENTIATE: As each group finishes, give them another set of coordinates. Allow students to progress at their own pace. Give additional help to those who need it.
ANALYZE: As the materials are being collected, students write a short paragraph comparing and contrasting the apparent paths of the sun and moon across the sky.
HOMEWORK: 1. Ask three questions that you CAN answer about the path of the moon today. 2. Ask three questions that you cannot answer about the moon's path. 3. Read pages ---- in your textbook. Ask and Answer one quesion per paragraph.
NOTES ON THIS LESSON
It is important to ask students to make a guess or hypothesis before carrying out the challenge. Most students guessed that the moon would rise and set on the opposite side of the sky as the sun. They found out that the moon in fact followed much the same path as the sun--not identical, but very much in the same part of the sky.
The Rubric for this lesson was similar to the one for the sun's path.
The RUBRIC for this activity is as follows:
4 -- The student plots ten positions of the moon--one for every hour between 6:00 AM and 4 PM.
3 -- The student plots seven to nine positions of the sun
2-- The student plots four to six positions
1--The student plots one to three positions.
TOMORROW'S LESSON PLAN
OBJECTIVE: SWBAT plot the positions of the sun and moon on a circle graph
INTRODUCTION: Ask students to share their questions and answers from the homework assignment. Show students one of the plastic hemispheres with the sun and moon stickers. Elicit observations about the paths of each. Tell students that the hemisphere is model that helps us see the whole day at once. It is a 3-D model. We can do the same thing with a circle graph, which is a 2-Dimensional Model.
CHALLENGE: Write the challenge on the board: Plot the path of the sun and of the moon on the circle graph.
.
MODEL THE SKILL:
Hand out the circle graph. Provide the coordinates for the first position of the sun. Challenge students to mark the position in pencil. Model the correct placement. Repeat if necessary the next two or three positions until most groups are able to plot the coordinates correctly on their own. Define with student participation the number of plots necessary for a FOUR, THREE, TWO, OR ONE.
BUILD THE SKILL:
Provide the students with the coordinates for the paths of the sun and moon for November 9, 2007. Circulate through the class giving help as needed. Allow students to work in pairs, but each person must make his/her own graph.
COMPARE AND CONTRAST
Have students make a T-chart comparing and contrasting the paths of the sun and moon
HOMEWORK
Write a comparison contrast of the paths of the sun and moon on Nov. 9, 2007
Astronomical Applications Dept.
U.S. Naval Observatory
Washington, DC 20392-5420
NEW YORK, NEW YORK
o , o ,
W 73 55, N40 44
Altitude and Azimuth of the Sun
Nov 9, 2007
Eastern Standard Time
Altitude Azimuth
(E of N)
h m o o
06:00 -7.1 106.1
07:00 3.7 115.8
08:00 13.3 126.5
09:00 21.6 138.7
10:00 28.0 152.9
11:00 31.7 168.9
12:00 32.2 185.8
13:00 29.4 202.2
14:00 23.8 217.0
15:00 16.0 229.8
16:00 6.7 240.9
17:00 -3.8 250.8
Astronomical Applications Dept.
U.S. Naval Observatory
Washington, DC 20392-5420
NEW YORK, NEW YORK
o , o ,
W 73 55, N40 44
Altitude and Azimuth of the Moon
Nov 9, 2007
Eastern Standard Time
Altitude Azimuth Fraction
(E of N) Illuminated
h m o o
06:00 -4.9 112.5 0.00
07:00 5.0 122.3 0.00
08:00 13.5 133.1 0.00
09:00 20.6 145.4 0.00
10:00 25.5 159.3 0.00
11:00 27.9 174.4 0.00
12:00 27.3 189.9 0.00
13:00 23.9 204.6 0.00
14:00 18.0 217.8 0.00
15:00 10.2 229.4 0.00
16:00 1.4 239.5 0.00
17:00 -9.0 248.7 0.00
Wednesday, November 7, 2007
Navigator 2--Plotting the Path of the Moon
Wow, I got a comment from someone at the US Naval Observatory. See how cool blogging can be?
TODAY four out of five of my classes learned how to plot the course of the sun on a plastic hemisphere using altitude and azimuth coordinates. Most students caught on very quickly and had a good time.
The RUBRIC for this activity is as follows:
4 -- The student can plot twelve positions of the sun--one for every hour between 7:00 AM and 5 PM.
3 -- The student can plot seven to eleven positions of the sun
2-- The student can plot four to six positions
1--The student can plot one to three positions.
TOMORROW we will plot the course of the moon through the sky.
Those students who got a "1" or a "2" can redeem themselves by plotting more moon positions. (TIP the sooner you get ready, the sooner you get your materials, and the sooner you can start plotting).
LESSON PLAN: PLOTTING THE PATH OF THE MOON
OBJECTIVE: SWBAT use a plastic hemisphere to plot the path of the moon.
MATERIALS: Plastic Hemishpere, Exterior protractors, Data for altitude and azimuth of sun and moon for Wednesday, Nov. 7. Stickers
CHALLENGE: Ask students to predict the apparent path of the moon. Give students the coordinates for the moon's position from moonrise to moonset.
BUILD THE SKILL: Ask students to place a sticker at those coordinates.
Walk around the room and monitor their progress. Correct errors.
SCAFFOLD AND DIFFERENTIATE: As each group finishes, give them another set of coordinates. Allow students to progress at their own pace. Give additional help to those who need it.
ANALYZE: As the materials are being collected, students write a short paragraph comparing and contrasting the apparent paths of the sun and moon across the sky.
HOMEWORK: 1. Ask three questions that you CAN answer about the path of the moon today. 2. Ask three questions that you cannot answer about the moon's path. 3. Read pages ---- in your textbook. Ask and Answer two or three quesions per paragraph.
DATA USED
Altitude Azimuth Fraction
(E of N) Illuminated
h m o o
05:00 -4.7 106.4 0.02
06:00 5.6 116.2 0.02
07:00 14.8 127.0 0.02
08:00 22.7 139.3 0.02
09:00 28.7 153.6 0.02
10:00 32.0 169.5 0.02
11:00 32.2 186.2 0.02
12:00 29.3 202.3 0.02
13:00 23.7 216.7 0.01
14:00 15.9 229.1 0.01
15:00 6.9 239.9 0.01
16:00 -3.4 249.5 0.01
Astronomical Applications Dept.
U.S. Naval Observatory
Washington, DC 20392-5420
NEW YORK, NEW YORK
o , o ,
W 73 55, N40 44
Altitude and Azimuth of the Sun
Nov 8, 2007
Eastern Standard Time
Altitude Azimuth
(E of N)
h m o o
06:00 -6.9 105.9
07:00 3.9 115.6
08:00 13.5 126.3
09:00 21.9 138.6
10:00 28.3 152.8
11:00 32.0 168.9
12:00 32.5 185.8
13:00 29.7 202.3
14:00 24.1 217.1
15:00 16.2 230.0
16:00 6.9 241.1
17:00 -3.6 251.0
TODAY four out of five of my classes learned how to plot the course of the sun on a plastic hemisphere using altitude and azimuth coordinates. Most students caught on very quickly and had a good time.
The RUBRIC for this activity is as follows:
4 -- The student can plot twelve positions of the sun--one for every hour between 7:00 AM and 5 PM.
3 -- The student can plot seven to eleven positions of the sun
2-- The student can plot four to six positions
1--The student can plot one to three positions.
TOMORROW we will plot the course of the moon through the sky.
Those students who got a "1" or a "2" can redeem themselves by plotting more moon positions. (TIP the sooner you get ready, the sooner you get your materials, and the sooner you can start plotting).
LESSON PLAN: PLOTTING THE PATH OF THE MOON
OBJECTIVE: SWBAT use a plastic hemisphere to plot the path of the moon.
MATERIALS: Plastic Hemishpere, Exterior protractors, Data for altitude and azimuth of sun and moon for Wednesday, Nov. 7. Stickers
CHALLENGE: Ask students to predict the apparent path of the moon. Give students the coordinates for the moon's position from moonrise to moonset.
BUILD THE SKILL: Ask students to place a sticker at those coordinates.
Walk around the room and monitor their progress. Correct errors.
SCAFFOLD AND DIFFERENTIATE: As each group finishes, give them another set of coordinates. Allow students to progress at their own pace. Give additional help to those who need it.
ANALYZE: As the materials are being collected, students write a short paragraph comparing and contrasting the apparent paths of the sun and moon across the sky.
HOMEWORK: 1. Ask three questions that you CAN answer about the path of the moon today. 2. Ask three questions that you cannot answer about the moon's path. 3. Read pages ---- in your textbook. Ask and Answer two or three quesions per paragraph.
DATA USED
Altitude Azimuth Fraction
(E of N) Illuminated
h m o o
05:00 -4.7 106.4 0.02
06:00 5.6 116.2 0.02
07:00 14.8 127.0 0.02
08:00 22.7 139.3 0.02
09:00 28.7 153.6 0.02
10:00 32.0 169.5 0.02
11:00 32.2 186.2 0.02
12:00 29.3 202.3 0.02
13:00 23.7 216.7 0.01
14:00 15.9 229.1 0.01
15:00 6.9 239.9 0.01
16:00 -3.4 249.5 0.01
Astronomical Applications Dept.
U.S. Naval Observatory
Washington, DC 20392-5420
NEW YORK, NEW YORK
o , o ,
W 73 55, N40 44
Altitude and Azimuth of the Sun
Nov 8, 2007
Eastern Standard Time
Altitude Azimuth
(E of N)
h m o o
06:00 -6.9 105.9
07:00 3.9 115.6
08:00 13.5 126.3
09:00 21.9 138.6
10:00 28.3 152.8
11:00 32.0 168.9
12:00 32.5 185.8
13:00 29.7 202.3
14:00 24.1 217.1
15:00 16.2 230.0
16:00 6.9 241.1
17:00 -3.6 251.0
Tuesday, November 6, 2007
Navigator 2--The Sun's Path
I just got back from my yearly trip up to Ellenville for the STANYS (Science Teachers Association of New York State) Convention. I had a great time talking shop with other science teachers from all over New York State. I also got a lot of cool ideas that I plan to use in the classroom.
As of the beginning of this marking period, I will be writing my lesson plans in a different format. It seems that MAYOR BLOOMBERG wants the lesson plans in more detail and dated. He also wants a rubric for every single assignment. I have a feeling that I am going to be writing a lot on this blog. So that all this work won't go for nothing, I am sharing these plans with as many other science teachers as I can. Besides being a member of STANYS, I am also a member of SCONYC (Science Council of New York City), NSTA (National Science Teachers of America), New York Biology Teacher's Association, National Earth Science Teachers Association, and many more. I hope other teachers will comment on my plans.
LESSON PLANS FOR WEDNESDAY, NOVEMBER 6, 2007
Tomorrow we will be starting the "Navigator's Badge". Students must complete a series of tasks in order to get a badge.
Originally I had simply given a list of tasks to be completed. However, MAYOR BLOOMBERG says that this is not enough. I had to give in detail the exact meaning of a 4, 3, 2, or a 1. Just saying ALL, MOST, SOME, OR TOO LITTLE is not enough. Students need to know what they have to do to qualify for each grade.
I have therefore, decided to revise badges into four components. Originally, Badges meant PASS OR FAIL. Now, completing each component will bring the student closer to a "Four". Only those who complete a badge will receive a grade of four.
Navigator 1
Students will use a protractor to construct an azimuth chart.
Students will use a compass and their azimuth chart to locate neighborhood landmarks.
Students will find use the sun's shadow to find the azimuth of the sun.
Students will use a protractor, string, and weight to construct an astrolabe.
Students will use the astrolab to locate the altitude of an object.
Navigator 2
Students will use a plastic hemisphere to plot the path of the sun across the sky using data from the US Naval Observatory.
Students will use a plastic hemisphere to plot the path of the moon across the sky using data from the US Naval Observatory.
Students will use a circle graph to plot the position of Polaris and other prominant objects of the November sky as they change throughout the night.
Navigator 3
Students will use a protactor to construct a two-dimensional representation of a globe.
Students will use a protractor to construct lines of latitude on the globe.
Students will develop a method of establishing lines of longitude.
Students will compare and contrast their method of longitud with the standard method.
Students will be able to use lines of latitude and longitude to locate specific points on Earth.
Navigator 4
Students will be able to use their prior knowledge of maps and sky charts to ask and answer a question using the scientific method.
The GOOD NEWS is that my classes have completed the tasks for Navigator 1 already! Been there done that in September.
So TOMORROW...
LESSON PLAN: THE SUN'S PATH
OBJECTIVE: SWBAT use a plastic hemisphere to plot the path of the sun.
MATERIALS: Plastic Hemisphere, Exterior protractors, Data for altitude and azimuth of sun and moon for Wednesday, Nov. 7. Stickers
CHALLENGE: Distribute hemispheres. Ask a student to place a sticker somewhere on one plastic hemisphere. Ask the other students to devise a method of placing a sticker on the exact location on their hemispheres. After 5 minutes students share their experiences. Have a short discussion.
MODEL: Show students how to use the azimuth chart and the exterior protractor to locate a position.
BUILD THE SKILL: Give students a set of coordinates for the Sun at 7:00 AM. Ask them to place a sticker at those coordinates. Walk around the room and monitor their progress. Correct errors.
SCAFFOLD AND DIFFERENTIATE: As each group finishes, give them another set of coordinates. Allow students to progress at their own pace. Give additional help to those who need it.
ANALYZE: As the materials are being collected, students write a short paragraph about the sun's apparent path across the sky.
HOMEWORK: 1. Ask three questions that you CAN answer about the path of the sun today. 2. Ask three questions that you cannot answer about the sun's path. 3. Read pages ---- in your textbook. Ask and Answer two or three quesions per paragraph.
Data used:
Astronomical Applications Dept.
U.S. Naval Observatory
Washington, DC 20392-5420
NEW YORK, NEW YORK
o , o ,
W 73 55, N40 44
Altitude and Azimuth of the Sun
Nov 7, 2007
Eastern Standard Time
Altitude Azimuth
(E of N)
h m o o
06:00 -6.7 105.7
07:00 4.1 115.4
08:00 13.7 126.1
09:00 22.1 138.4
10:00 28.5 152.7
11:00 32.3 168.8
12:00 32.8 185.9
13:00 30.0 202.4
14:00 24.3 217.3
15:00 16.4 230.2
16:00 7.1 241.3
17:00 -3.4 251.3
Standards: 1.1h The apparent motions of the Sun, Moon, planets, and stars acrtoss the sky can be explained by Earth's rotation and revolution.
Skills: Measure the angular elevation of an object using appropriate instruments
As of the beginning of this marking period, I will be writing my lesson plans in a different format. It seems that MAYOR BLOOMBERG wants the lesson plans in more detail and dated. He also wants a rubric for every single assignment. I have a feeling that I am going to be writing a lot on this blog. So that all this work won't go for nothing, I am sharing these plans with as many other science teachers as I can. Besides being a member of STANYS, I am also a member of SCONYC (Science Council of New York City), NSTA (National Science Teachers of America), New York Biology Teacher's Association, National Earth Science Teachers Association, and many more. I hope other teachers will comment on my plans.
LESSON PLANS FOR WEDNESDAY, NOVEMBER 6, 2007
Tomorrow we will be starting the "Navigator's Badge". Students must complete a series of tasks in order to get a badge.
Originally I had simply given a list of tasks to be completed. However, MAYOR BLOOMBERG says that this is not enough. I had to give in detail the exact meaning of a 4, 3, 2, or a 1. Just saying ALL, MOST, SOME, OR TOO LITTLE is not enough. Students need to know what they have to do to qualify for each grade.
I have therefore, decided to revise badges into four components. Originally, Badges meant PASS OR FAIL. Now, completing each component will bring the student closer to a "Four". Only those who complete a badge will receive a grade of four.
Navigator 1
Students will use a protractor to construct an azimuth chart.
Students will use a compass and their azimuth chart to locate neighborhood landmarks.
Students will find use the sun's shadow to find the azimuth of the sun.
Students will use a protractor, string, and weight to construct an astrolabe.
Students will use the astrolab to locate the altitude of an object.
Navigator 2
Students will use a plastic hemisphere to plot the path of the sun across the sky using data from the US Naval Observatory.
Students will use a plastic hemisphere to plot the path of the moon across the sky using data from the US Naval Observatory.
Students will use a circle graph to plot the position of Polaris and other prominant objects of the November sky as they change throughout the night.
Navigator 3
Students will use a protactor to construct a two-dimensional representation of a globe.
Students will use a protractor to construct lines of latitude on the globe.
Students will develop a method of establishing lines of longitude.
Students will compare and contrast their method of longitud with the standard method.
Students will be able to use lines of latitude and longitude to locate specific points on Earth.
Navigator 4
Students will be able to use their prior knowledge of maps and sky charts to ask and answer a question using the scientific method.
The GOOD NEWS is that my classes have completed the tasks for Navigator 1 already! Been there done that in September.
So TOMORROW...
LESSON PLAN: THE SUN'S PATH
OBJECTIVE: SWBAT use a plastic hemisphere to plot the path of the sun.
MATERIALS: Plastic Hemisphere, Exterior protractors, Data for altitude and azimuth of sun and moon for Wednesday, Nov. 7. Stickers
CHALLENGE: Distribute hemispheres. Ask a student to place a sticker somewhere on one plastic hemisphere. Ask the other students to devise a method of placing a sticker on the exact location on their hemispheres. After 5 minutes students share their experiences. Have a short discussion.
MODEL: Show students how to use the azimuth chart and the exterior protractor to locate a position.
BUILD THE SKILL: Give students a set of coordinates for the Sun at 7:00 AM. Ask them to place a sticker at those coordinates. Walk around the room and monitor their progress. Correct errors.
SCAFFOLD AND DIFFERENTIATE: As each group finishes, give them another set of coordinates. Allow students to progress at their own pace. Give additional help to those who need it.
ANALYZE: As the materials are being collected, students write a short paragraph about the sun's apparent path across the sky.
HOMEWORK: 1. Ask three questions that you CAN answer about the path of the sun today. 2. Ask three questions that you cannot answer about the sun's path. 3. Read pages ---- in your textbook. Ask and Answer two or three quesions per paragraph.
Data used:
Astronomical Applications Dept.
U.S. Naval Observatory
Washington, DC 20392-5420
NEW YORK, NEW YORK
o , o ,
W 73 55, N40 44
Altitude and Azimuth of the Sun
Nov 7, 2007
Eastern Standard Time
Altitude Azimuth
(E of N)
h m o o
06:00 -6.7 105.7
07:00 4.1 115.4
08:00 13.7 126.1
09:00 22.1 138.4
10:00 28.5 152.7
11:00 32.3 168.8
12:00 32.8 185.9
13:00 30.0 202.4
14:00 24.3 217.3
15:00 16.4 230.2
16:00 7.1 241.3
17:00 -3.4 251.3
Standards: 1.1h The apparent motions of the Sun, Moon, planets, and stars acrtoss the sky can be explained by Earth's rotation and revolution.
Skills: Measure the angular elevation of an object using appropriate instruments
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