Camera with date marker and/or video camera, if possible

Student worksheets (Spanish)

1. Ask students to find a place at home to observe either the sunrise or sunset daily for one week or more. Take care that the sun really is n the horizon, and not rising over a mountain or hill. It would be way to bright to look at then. If this activity is done near the solstices, the students will probably not observe much difference in rising or setting time of the sun. Emphasize to the students to find a comfortable place where they do not expect to be interrupted so that they can record their observations daily. Students will record astronomical, meteorological, and other observations. (See student record sheet.) All students should be encouraged not only to write down their observations, but also to make a drawing of the sunrise/sunset each day, paying attention to the location on the horizon, location of trees and other landmarks, and the moon and stars if visible. If possible students could take a series of still photos (some cameras have a date marker) every day. If a video camera is available, then students could create a sequential video of each sunrise/sunset.

2. After a week or more of collecting observations, have the students share their observations either as a class or in small groups. Break groups into sunrise and sunset observations.

3. Have the students write an essay summarizing the different personal observations of their group. Was there a consensus that the sun position moved along the horizon or not? Did the time of sunrise or sunset change over this period? What were some of the commonalities and differences of their other observations? Why is it important to record detailed notes when doing observations?

4. As a class, now summarize the observations into two reports which will be telecommunicated, one for sunrise and one for sunset. Include the astronomical and meteorological observations. Finally, create a list of key words presented in the student reports and observation records.

5. Select some of the best drawings, photos, and/or videos and mail them to one of your partner schools. You may want to create one portfolio for all your partnered schools and mail it around to each school.

1. School, City, State.

2. Change in time of sunrise/sunset from previous day.

3. Change in location of sunrise/sunset from previous day.

4. Description of the moon.

5. Description of other stars.

6. Description of weather conditions.

As students increase in their awareness that different people "see" the same natural event differently, they may well increase the detail which they use to express their own observations. Writings and drawings summarizing what the student has observed should be included within the student's portfolio. Who else "sees" it like me? Who "sees" it differently? An analysis or comparison to other students' viewpoints might also be included in the portfolio.

Assessment of the quality of the student's work should respond to a rubric. This assessment tool describes how the level of involvement and completeness of a student's work will be related to the evaluation they will receive for the portfolio. Refer to a sample of a rubric included at the conclusion of these lessons.