Pacemaker Pack: It’s About Time (Upper) by Teacher Superstore

r o e t s Bo r e p ok u SA Pacemaker Pack

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(F or 9-11 y ear s) (For year ears)

It’s About Time

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Activities to Extend Talented Students in . te the Regular Classroom o c . che e r o t r s super

Edited by Sandy Tasker. © Ready-Ed Publications - 2006. Published by Ready-Ed Publications (2006) P.O. Box 276 Greenwood Perth W.A. 6024 Email: info@readyed.com.au Website: www.readyed.com.au COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.

ISBN 1 86397 576 4

CONTENTS TEACHERS’ NOTES ............................................................................... Page 4 STUDENT RECORD SHEET ..................................................................... Page 6 WATCHING THE CLOCK? ....................................................................... Page 7 KEEPING TRACK OF TIME ..................................................................... Page 8

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HOW DOES IT ADD UP? ........................................................................ Page 9 TIMING AND TECHNOLOGY ................................................................. Page 10 SHADOW MAGIC ................................................................................ Page 11

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SHADOWS OF TIME ........................................................................... Page 12 PUT A SMILE ON YOUR DIAL .............................................................. Page 13

DRIPS IN A CLEPSYDRA ....................................................................... Page 14

A ROLLING BALL GATHERS NO MOSS .................................................. Page 15

WHEN IS A DAY NOT A DAY? ................................................................ Page 16

IN RHYTHM ........................................................................................ Page 17

BLINK AND YOU’LL MISS IT ................................................................ Page 18 TIME ZONES - THE FACTS .................................................................... Page 19

ZONES IN THE AIR ............................................................................... Page 21 TIME ZONE PROBLEMS ....................................................................... Page 22

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BIG TROUBLE IN LITTLE ISLAND! ......................................................... Page 23 CHILDHOOD MEMORIES ..................................................................... Page 24

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FISHING FOR THE FUTURE .................................................................. Page 25

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WRITTEN IN THE STARS OR JUST FOR GALAHS? .................................... Page 26

THE MANY FACES OF TIME ................................................................... Page 27 PERHAPS YOU’LL OPEN A CAPSULE .................................................... Page 28 ARE YOU KEEN TO MAKE A TIME MACHINE? PART ONE .......................... Page 29 ARE YOU KEEN TO MAKE A TIME MACHINE? PART TWO .......................... Page 30

FIVE MINUTE FILLERS .......................................................................... Page 31 ANSWERS ......................................................................................... Page 33

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Teachers’ Notes This fully revised series was initially devised as a means of providing extension for students within the regular classroom, whilst catering for the needs of the teacher and providing materials that were designed along educationally sound lines. Although the content and layout for the revised series has been completely updated, the principles behind the series remain the same, using CONTENT LEVELS as a basis for categorising activities. The key to this approach, which we term the appropriate curriculum model, is that students are presented with activities appropriate to their levels of understanding of the content together with their mastery of the requisite higher-order thinking processes. The levels are an adaptation of Bloom’s Taxonomy of Educational Objectives, still a widely accepted and valued model of education.

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Below are the Content Levels and Indicators used in this book:

/ / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

What it means

What the student does

FINDING OUT: Recalling data, showing understanding through restating or extending ideas.

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Content Level 1

Answers factual questions, interprets information, describes or illustrates events.

Content Level 2 What it means

USING INFORMATION: Using information in a new situation through extending or breaking down concepts being studied.

What it means

CREATING / EVALUATING: Putting together ideas to develop new products, making judgements based on new information.

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What the student does

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What the student does

Puts forward theories or original ideas and designs, forms and states opinions on theories.

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Moving Through the Content Levels

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It is important that higher-order activities such as those at Content Level 3 are underpinned with a solid base of knowledge — the tasks and activities aligned with Levels 1 and 2 are designed to establish and expand this. It should never be assumed that students have the requisite content knowledge, but be prepared to advance students quickly to higher-level activities if they demonstrate a sound understanding of the facts and concepts presented in Levels 1 and 2. In considering the structure of this material, it is envisaged that in the heterogeneous classroom situation, the series can be implemented as follows:

Child Ability Level

Interpretation

M Above Average ________________ Emphasis on Level 2/3 M Average _____________________ Emphasis on Level 2 M Below Average ________________ Emphasis on Level 1 Many pages contain activities from more than one level. In this case, the TIME taken on each part will change focus, according to the outline above. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Teachers’ Notes Using the Pacemaker Packs in the Classroom Promote interest in the theme — Set up a classroom learning centre that may contain: • Books and posters; • Models and artefacts; • CD-ROMS; • Art supplies and plenty of writing and drawing paper; • A “theme” table with items brought by students from home.

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Decide on the approach to the theme that suits you and your students best: • Teacher - directed with the whole class completing teacher-assigned sheets at a specified time (teacher records progress). • Student - directed with students working through materials at their own pace at a specified time (student records progress). • As an interest-based approach with students working from a selection of photocopied worksheets at their own pace (student monitored and recorded). • As supplementary materials to a unit of study.

You may wish to use this series as a Learning Centre, with photocopied sheets displayed in pockets that students can select from, perhaps set up like this:

Pockets for photocopied Pacemaker sheets.

Slots - for title.

Instructions for use.

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Relevant resource books for research.

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Relevant resource books for research.

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Before commencing, talk over the activities contained in the book with your class. Encourage students to broaden their thinking to suit the open-ended nature of the upper level activities, helping them to understand that there is not “one correct answer”. Outline a procedure for the activities: • How will students store and present their completed worksheets? (In a file, a booklet, a plastic sleeve.) • How can students work on the contents? (Individually, in pairs, in small groups.) • From where can further research sources be obtained? • What people or organisations might be able to help? • How and when will the sheets be available? / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Student Record Sheet Topic: _______________________________________________

Name: .............................. ..............................

Activity

Date Finished

Student Comments

Teacher Comments

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________ __________________ ______________________ © Rea dyE dPubl i ca t i ons ________________ ________ __________________ ______________________ •f orr ev i ew__________________ pur poses onl y• ________________ ________ ______________________

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Name:

Watching the Clock?

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Do you know how often you check the time and when you need a clock or watch?

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Do you always need a clock to tell you that it’s dinner time? Make a list of 5 times during the day that you “check the clock”.

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____________________________________ ____________________________________ ____________________________________

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Think of some other times during the day when you can tell APPROXIMATELY what the time is without looking at a clock or watch.

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Key:

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Clock

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Watch

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Digital

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Draw a “birds-eye” map of your house with labels showing all of the devices that show time. Include a key with symbols to show whether it is a clock, a watch, a digital display or other:

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Related Outcome: Students will indicate when and where time is used. Subject Areas: Maths - Measurement. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Keeping Track of Time

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Name of Device: _____________________

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Uses: ____________________________ _________________________________ _________________________________ _________________________________

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Uses: ____________________________

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Name of Device: _____________________ © ReadyEdP ubl i cat i ons •f orr evi ew pur posesonl y•

Name of Device: _____________________

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Name of Device: _____________________

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Draw four devices that you use to keep time. Underneath think of and list different ways that YOU or your family have used this device at home.

Name:

Uses: ____________________________ _________________________________

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Place an asterisk next to the tasks that required the time to be very exact (to the minute). On the back of this sheet, draw a cartoon strip of your day from start to end, making sure you feature at least one timing device showing the time in each “frame” of the cartoon.

Related Outcome: Students will identify features and uses of various timepieces. Subject Areas: Science - Natural & Processed Materials. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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How Does it Add Up?

Name: ..............................

Have you ever thought about what proportion of your time you spend doing the different things you do in the course of a day? You might get a shock!

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Work out how many hours you spend doing the following: EACH SCHOOL DAY

In school or doing homework

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EACH SCHOOL WEEK

EACH HOLIDAY WEEK

TOTAL FOR YEAR

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Games/sport /friends

EACH WEEKEND DAY

Watching TV

Eating meals Sleeping

By working out the total number of hours there are in a year, see if you can work out the percentage of time spent on each activity in a year. (Divide the number of hours spent by the total number of hours and multiply by 100.)

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Can you show these in a pie graph below? (Divide the percentage by 100 and then multiply by 360 - the number of degrees in a circle. Use a protractor to draw in the angles).

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Related Outcome: Students will analyse proportions of their time spent on daily activities. Subject Areas: Maths - Measurement. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Timing and Technology In sporting events such as the Olympic Games, timing devices are used to determine split-second times. Find out about some of these by visiting www.nsc.gov.au and search for the download of “Brief History of Timing in Sport”. Advances include highly sensitive touch pads at the end of swimming pools, digital cameras with inbuilt clocks, photo beams across finishing lines and automatic radio transmitters attached to competing athletes. 1]

Name: .............................. ..............................

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How have these advances changed the outcome of results?

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Do you think that these advances in timing are positive or negative, and why?

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Although we as humans seem to remain the same, world time records are continually being broken. Write down three theories you have to explain the ongoing broken records: 1 2

© ReadyEdPubl i cat i ons ________________________________________________________________________ •f orr evi ew pur posesonl y• ________________________________________________________________________

3 ________________________________________________________________________

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Compare your theories to a classmate. Do you share any common ideas?

Below, draw your plans for a timing device to more accurately record times during races at a school sports event.

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Related Outcome: Students will investigate aspects of using technology to record time. Subject Areas: Technology & Enterprise - Materials; Science - Natural & Processed Materials. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Shadow Magic

Name: ..............................

Think carefully about these questions. Visit www.cam.net.uk/home/pb/history if you need it.

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What is a DAY? __________________________________________________________

Is every DAY the same length? _____________________________________________

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Why does a DAY have 24 one hour periods (why not 20 or 6)? ___________________

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You can do some reading on the Earth’s rotation on its axis and the Earth’s elliptical path around the sun. See if you can draw a diagram that explains this to a classmate.

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© ReadyEdPubl i cat i ons In some countries, including Arctic areas such as Alaska, Canada, Greenland, Iceland, Norway, Sweden, •f oRussia, rr e ewofp ur p se nl y •as certain Finland, and andv thei continent Antarctica, the o 24-hour days cano be rather confusing, 4]

Who “invented” the 24 hour day? ___________________________________________

What are some things that may be difficult because of:

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seasons lead to longer periods of light or dark. In the far north and south, days can be almost totally dark during winter, and nights can be almost totally light during summer.

Extra daylight time in summer? ____________________________________________ ______________________________________________________________________

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Imagine that you are a town mayor in Finland. Write down some solutions for some problems you might face:

In extended periods of sunlight: ________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ In extended periods of darkness: _______________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Related Outcome: Students will understand concepts of time related to the Earth’s rotation. Subject Areas: Science - Earth & Beyond / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Shadows of Time

Name: ..............................

Light can be used as a tool in recording time. The Egyptian Shadow clock was used as long ago as the 8th century BC.

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Make the shadow clock below and, on a sunny day, point your shadow clock towards the sun so that the shadow of the pencil falls on the hour scale on the handle. You do this by holding the handle flat and pointing one end to the East - you may need a compass or a teacher to help you. The first time you use your clock, use a watch to mark off the hours on the cardboard handle by drawing a line across where the shadow falls.

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Point this end to the East in the morning.

heavy cardboard

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Point this end to the East in the afternoon.

Use a clock or watch ©R ea yEdPubl i cat i ons to mark offd where the shadow hits each hour. •f or r evi ew pur posesonl y•

Why does this shadow clock work? _________________________________________

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Can you use the same clock all year round?

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Related Outcome: Students will make and use a traditional time-recording device. Subject Areas: Maths - Measurement; Science - Natural & Processed Materials. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Put a Smile On Your Dial

Name: ..............................

The sundial is another ancient tool for recording time. Use this on a sunny day for best results.

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Use an atlas to find the LATITUDE of your town or city.

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Fold line

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• On cardboard draw two shapes similar to this one, making the angle “A” the same as your town’s or city’s latitude.

• Cut these shapes out and stick them together, back-to-back. This shape is called a GNOMON or shadow marker.

Why do you think the angle is the same as your town’s latitude? __________________

• Using another piece of cardboard as a base, draw a half circle, and place the gnomon as in the picture. • Place the sun dial on a flat surface in the sun so that the gnomon faces North and South.

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• By checking where the shadow of the gnomon falls, mark the position of the sun on the half circle every hour, on the hour.

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Related Outcome: Students will make a traditional timepiece and understand its use in relation to the Earth’s rotation. Subject Areas: Science - Earth & Beyond; Maths - Measurement. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Drips in a Clepsydra

Name: ..............................

A CLEPSYDRA is another name for a water clock, a method that was used by the Egyptians, Greeks and Romans to show the passing of time.

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Your challenge is to see if you can make a clepsydra that shows the passing of ten minutes. You need:

water

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A small foam coffee cup or yoghurt container;

coffee cup

A small glass jar; A strip of paper;

glass jar

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Two rubber bands.

paper strip for scale

© ReadyEdPubl i cat i ons What to do: • f o rr ev i e w pofu po n l yin• • Use a pin to make a small hole in the bottom ther coffee cups so e thats watero flows through droplets. (Start very small and only make it larger if you need to.)

• Fill the top cup with water.

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• Set up your materials as in the diagram.

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• Use the paper strip to show the water level in the glass jar at the passing of each minute. (Do this by timing with a second-hand on a watch or timer.)

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See if you can adjust the hole so that the timer can show TEN MINUTES.

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Brain Teaser: Are the marks the same distance apart all the way up the jar? Why or why not? ___________________________________________________________________________ ___________________________________________________________________________ Go to www.ernie.cummings.net/ and find out about other ancient timers that you can make. Compare them all to find out which one is the most accurate. Decide WHY it is the most accurate.

Related Outcome: Students will use precise measurement skills in the making of a traditional timepiece. Subject Areas: Maths - Measurement. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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A Rolling Ball Gathers No Moss

Name: ..............................

Make this mechanical timing device first used by Galileo, a 17th century inventor. Your challenge is to see if it can accurately time 10 seconds.

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You need: A marble; 4 - 5 strips of card about 20cm x 4 cm; 1 rectangular piece of corrugated cardboard about 25cm x 20cm (try using one side of a cardboard box); Blu-tak® .

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What you do:

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• Fold the cardboard strips in half along their length to make a trough to roll the marble in. • Hold on of the troughs at such an angle that the marble slowly rolls down it and use the Blutak® to stick the trough at that angle onto the flat card.

• Stick on your other troughs so that the marble rolls down it as it leaves one trough and rolls into the next.

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• Test the marble speed on various slopes. Make a slope using a sheet of thick cardboard on a book and roll the marble down, altering the slope to give you a rough idea of how you should slope your troughs.

© ReadyEdPubl i cat i ons • Now adjust your troughs so that the marble • or evi ptour posesonl y• takesf exactly tenr seconds toe rollw from start finish. Use sticky tape to secure your troughs in place.

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What do you think will happen if you use a bigger or a smaller marble?

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Test your theory to see if it is correct.

Find out more about Galileo by visiting one of the many websites devoted to this great historical figure. What other things is he well known for? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Related Outcome: Students will use repeated trials to create a timepiece that records ten seconds accurately. Subject Areas: Maths - Measurement; Science - Working Scientifically. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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When a Day is not a Day Use a newspaper and find the Weather pages. Most papers should show the times of sunrise and sunset (it doesn’t matter if it is not today’s paper).

Name: .............................. ..............................

At what time did the sun rise today? ___________________

At what time did the sun set today? ____________________

If SUN MIDDAY is taken as the exact middle of the daylight hours, then what time is MIDDAY? ____________

What is the difference in time between sun midday and clock midday? ___________

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Divide the daylight hours for today into 12 equal parts. These are called SUN HOURS.

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How long is each sun hour in this day? ______________________________________

Do you think the sun hours in two weeks time will be longer or shorter? _____________ Explain your answer: _____________________________________________________ ______________________________________________________________________

We experience longer and shorter days, and as a result, we have our seasons, due to the tilt of the earth on its axis. When the southern hemisphere tilts towards the sun, it is summer, and the days are longer. If the Earth was at a straight angle, then all days would be the same length all over the world, and we would have no seasons.

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Equinox, meaning “equal night” comes twice a year, on March 20 or 21, and September 22 or 23. On these days, the sun is directly over the equator, meaning that the day and night are of equal length. Traditionally, many celebrations were held during the times of the Spring Equinox, probably as it was a mark of warmer weather to come. Source: www.teachervision.com/lesson-plans/lesson-5486.html The other significant times of the year are called “solstice”, meaning “standing still sun”, which marks the longest days of light (summer) and dark (winter). Ancient monuments found in the Northern Hemisphere celebrate the solstices by the positioning of structures that allow sunlight to pass through at the time of solstice. Many people know about Stonehenge in England but another lesser-known structure is in Scotland. Newgrange, thought to be 5,000 years old, allows a shaft of light to enter a deep chamber on the dawn of winter solstice, illuminating a basin of intricate carvings for this one time every year. Find out more about these fascinating structures by visiting www.candlegrove.com/solstice.html

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www.thursdaysclassroom.com/23sep99/article1.html has a great story about the Equinox, with some interesting facts about seasons. Imagine that you are living on a farm in England 5,000 years ago. Design your own special monument that allows light in once a year to celebrate summer solstice.

Related Outcome: Students will use local resources to investigate daylight hours. Subject Areas: English - Reading; Science - Earth & Beyond. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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In Rhythm

Name: ..............................

Have you ever heard anyone talking about their “body clock”? Scientists have found that many of our body rhythms act on a 24 hour cycle automatically without any effort from us. One example of this rhythm is the way that many people seem to be able to wake up just before their alarm goes off.

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These rhythms are called CIRCADIAN rhythms (Latin: circa meaning “about” and dies meaning “day”). Other living organisms, such as plants that open and close during the day, and animals that hibernate, also have circadian rhythms that help them to know the time of day or year it is. Read the information at www.soton.ac.uk (Search for Biological Rhythms) and try some of the interesting experiments on this page.

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Body Temperature

Regulated in the ____________________ At its lowest point during ____________________

between 1am and 7am.

Sleep-Awake Cycle

Controlled by the

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Fill in the information for the spaces below:

____________________ Why do we need sleep? ____________________ ____________________ I get _______ hours sleep per night.

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Oxygen Consumption

Heartbeats

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____________________ Work out your heart rate per minute __________ bpm

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Kidney Excretion Cycle

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Taste and Smell

What time of the day are these most active?

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Controlled by

____________________ What time of the day do you mostly go to the toilet? ____________________

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Try this experiment from www.lessonplanspage.com Make up a chart with various times of the day, say 8am, 10 am, 12 noon, 3pm, 5pm, 9pm and 2am (set your alarm for this one). Each time, shuffle a deck of cards and then time how long it takes to organise them into the four suits. Repeat this over several days, and then develop a theory based on your results for the time of the day that you are most alert. Compare results with those of your classmates. Related Outcome: Students will research body rhythms and relate concepts to themselves. Subject Areas: Science - Life & Living; Health & Physical Education - Human Development. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Blink and You’ll Miss It

Name: ..............................

Who has the fastest body clock in your classroom? Take up this reaction time challenge to see. Use a ruler and ask a partner to hold it between their thumb and finger, with the “0” level with their thumb. Now get your partner to move their thumb and finger apart as you hold the top of the ruler.

3 2 1 0

30 29 28

27 26

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Without giving your partner any warning, drop the ruler straight down and see how fast he or she is at catching it. Note the measurement where your partner’s thumb and fingers caught the ruler.

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Will they have any practice runs? ___________________________________________

Will they have to do it all with one hand or do they have to swap hands? __________

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Make up an experiment or a competition for your class, taking these things into consideration:

How will you record the results? ____________________________________________

Draw up your rules, decide on the prize, advertise and run your competition.

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Write the plans for your competition here: ____________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

The shortest distance in my class was by ________, who caught the ruler at ____ cm.

Related Outcome: Students will conduct trials and design their own experiment to test reaction time. Subject Areas: Science - Working Scientifically. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Time Zones - The Facts

Name: ..............................

The Earth rotates on its AXIS from WEST to EAST once every 24 hours.

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Find out what LONGITUDE is: __________________________________ ___________________________________________________________________________ There are 360 degrees of longitude so the Earth rotates through 15 degrees of longitude every hour.

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Each of those 15 degrees is a TIME ZONE that is one hour ahead of the previous one, in a West to East direction. Longitude was first measured from Greenwich in England so time is measured from noon in Greenwich. This is called GMT or Greenwich Mean Time.

Use the atlas to answer these questions below: 1]

What is the longitude of your city or town? _______________

What is the time now? ________________________________

What would be the time 15 degrees WEST of you? ________

What time will it be in the Indian Time Zone? _____________

What time will it be in South Africa? ____________________

What time will it be in Tokyo, Japan? ____________________

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Look at your atlas to find out the Longitude of Greenwich __________________________________

Latitude

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City or Country

/ / / / / / / / / / / / / / / / / / / / / / / / /

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For the year 2000 celebration, some people flew in a plane across the time zones to try and celebrate 12:00 midnight as many times as they could. Imagine that you own a super-fast plane. Write down a place for as many time zones as you can in which you would like to celebrate the New Year. You get to touch down just before midnight, spend half an hour celebrating there, and then fly West for your next destination, beating the clock in time for New Year all over again. Draw a picture of the place where you finally decide to have a big sleep!

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Related Outcome: Students will understand concepts related to longitude and Earth’s time zones. Subject Areas: Science - Earth & Beyond. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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The 24 Hour Clock

Name: ..............................

The Armed Forces use a 24 HOUR clock, with the hours numbered from 0:00 to 23:59. midnight is Zero hour. After 12 noon, which is 1200 hours, comes 1300 hours or 1:00 o’clock.

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Imagine that you are writing to someone you know in the Armed Forces about a really exciting day that you have had. Fill out this email below, giving the times in 24 hour clock for at least SEVEN interesting things that you experienced that day.

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I just HAD to drop you a quick email to tell you about this amazing day I had. It all started on Saturday when I woke up at 0600 hours ...

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

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Hope all is well

- I would love to hear from you soon.

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Recreate a timetable, such as a TV guide or a cinema schedule into 24 hour time. Decorate with military designs.

Find out and list other people who rely on 24 hour clocks: • __________________________________

• __________________________________

Design a 24 hour clock on the back of this page for one of these people. Related Outcome: Students will demonstrate understanding of the 24 hour clock in a short written piece. Subject Areas: Maths - Measurement; English - Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Zones in the Air

Name: ..............................

Aire Mystaire is an airline that caters especially for budget Mystery .............................. Flights around the world. The only trouble is that there are an awful lot of stops along the way. Look at the timetable below to get from Sydney to London. If Uncle Bill was to set his watch to London time as soon as he set off from Sydney, what n time would his watch read when he: o Lond

aire t s y M e r ey to Ai t 1: Sydn Fligh Mystery London times. are All times

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1] Leaves Sydney? _______________ 2] Arrives in Kuala Lumpur? _________ 3] Arrives in Paris? _______________ 4] Arrives in London? _____________

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e Singapor r u Sydney - K.Lump e r o p a g Sin in r - Bahra K.Lumpu amascus -D Bahrain s - Paris Damascu on nd Paris - Lo

re Departu 1550 2145 2345 0330 0705 1150

Arrive 2050 2245 0215 0600 1040 1240

5] How long does the entire journey, including stops, take? ________________

6] How many meals do you think the airline might provide? _______________

Contact an international airline or visit a website and find out how you can get to London from your closest capital city.

Are there any stopovers in other countries or cities? ____________________________

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How long does it take? ___________________________________________________

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What times to flights to London depart in 24 hour time? ________________________

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What is “jet lag”? Write what you know about jet lag and then do some research to find out more: ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Research Source: ______________________________________________________________ Related Outcome: Students will demonstrate understanding of time zones and time schedules by answering questions. Subject Areas: Maths - Measurement. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Time Zone Problems What are some of the difficulties faced by a country like Australia, where there is more than one time zone?

Name: .............................. ..............................

_______________________________________________________ ___________________________________________________________________________

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___________________________________________________________________________ Find out about time zones in Australia. Some atlases my contain this, or visit www.worldtimezone.com

1a] _____________________ 1b]______________________

2a]______________________ 2b] ______________________

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If you started from Sydney and travelled by rail to Perth, where would you have to change the time on your watch? By how much time would this change be?

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On the map of Australia above, draw:

•The Trans - Australian railway line; Sydney to Perth. •The states of Australia. •The places where the train traveller must change his/her watch. •Shade in the different Australian Time Zones.

Design a bright sign that reminds passengers on the “Indian Pacific”, (travelling the Trans - Australian railway) to adjust their watches to the different Time Zones. Find out more about interstate train travel on www.gsr.com.au Related Outcome: Students will relate their understanding of time zones to Australian states. Subject Areas: Maths - Measurement; Science - Earth & Beyond. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Big Trouble in Little Island

Name: ..............................

The International Date Line is the imaginary line, mostly in the ocean, which has been created to determine when a new day actually starts. The line is not straight, but rather has many zig-zags in it to cater for the number of small islands in the Pacific Ocean. If the date line was to fall in any of these islands, then half of the island would be on Tuesday, and the other on Wednesday!

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Find out some more information about the International Date Line. One way of doing this is to visit www.geography.about.com and do a few topic searches. Also, enter “Kiribati” and read the articles about this island nation that supposedly “moved the international date line”. Later it was clarified that, although this country was allowed to have its time zone adjusted, it was not able to change the course of the International Date Line.

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Much controversy about who saw the dawn of the new day first erupted in the lead up to the year 2000, when small island populations competed to be the first to enter the new millennium. For this project, write some notes from your reading on the following: 1]

Why is the International Date Line needed? __________________________________ ______________________________________________________________________

When was it set up? _____________________________________________________

What are some other interesting facts about the IDL? __________________________

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See what information you can find out about Kiribati’s climate, vegetation, people and culture. Use these details to create your own man-made island ON the International Date Line.

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Create a brochure to advertise the opening of your island, in the New Year. You will need to include some information about the International Date Line to explain to travellers that they will be the FIRST to see in the New Year, as well as some other information about the resort, and fun things to do on your island, so that people want to stay after the party is over.

Related Outcome: Students will demonstrate understanding of the International Date Line. Subject Areas: English - Reading; Society & Environment - Place & Space. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Childhood Memories

Name: ..............................

How is your memory for things that happened much earlier in your life? Cast your mind waaaaayyyy back — think hard now — what is your VERY EARLIEST MEMORY?

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Write a brief summary here: ___________________________________________________ ___________________________________________________________________________

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Use the column below to write down what you can recall, then get your parents or an older sibling to check it for you:

Check

1] How old were you?

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2] What were you doing?

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3] Where was this?

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4] Who else was there?

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Your Answer

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Question

Explore your senses in the boxes. Write down or draw a very early memory for YOUR:

Smell

Touch

Taste

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Complete the TIMELINE to show the FIVE most important events in your life to date. In the boxes write why these events are important.

Year

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Event .............................

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Related Outcome: Students will reflect on their own lives to express childhood experiences in a timeline format. Subject Areas: Maths - Measurement; Health & Physical Education - Human Development. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Fishing For The Future

Name: ..............................

Can you link up your PAST, PRESENT and FUTURE in a WAY that shows the most important events in your life?

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Create a deep sea fishing line that starts with the small fish swimming at the surface and moves into the waters of the future with the creatures of the deep. What to do:

You will need to do this in such a way that you make 4 for the past, 1 for the present and the remaining 4 for the future.

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On each of the nine cards on this page, draw ONE important event in your life and write a brief caption underneath.

Cut these cards out, and paste onto fish and other sea creatures that you make from coloured card and scrap materials.

Use sticky tape to attach these creatures to fishing line, in order of the events. Attach the start of the fishing line to a wooden rod or a twig and find a place for this to hang.

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Related Outcome: Students will use their own lives to demonstrate an understanding of past, present and future. Subject Areas: Health & Physical Education - Human Development. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Name:

Written in the Stars or just for Galahs!

.............................. Astrology is the study of the time and day of birth in relation to the sun, moon, stars and planets. This information is often printed in newspapers and magazines as HOROSCOPES and is organised by the signs of the ZODIAC.

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In the space below, draw and name the 12 signs of the Zodiac. You might like to draw it in a pie (circle), with the dates along the outside margin of the pie.

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Survey your classmates on their star sign and create a Zodiac graph for your class. Cut some of your classmates’ horoscopes out of the daily paper and cover up the star sign. Get your classmates to read all 12 predictions for that day and guess which one is their horoscope. Keep a record of how many get theirs correct. Write a report about the accuracy of the horoscopes based on your findings. Try writing some imaginary horoscopes of your own. Keep the details fairly general. Give them to your classmates or family and see how well you can PREDICT THE FUTURE!! Related Outcome: Students will investigate astrological signs and relate them to a class survey. Subject Areas: Maths - Chance & Data. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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The Many Faces of Time

Name: ..............................

Digital electronic watches and clocks operate using a FOUR-DIGIT READ-OUT. The configurations on this display allow parts to be removed to show all times from 1:00 to 12:59.

8 or eB st r

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The number 8 uses all the line segments like this:

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oo k

Underneath each number, draw the digital version using this segmented configuration. 2

Now use the same system to see if you can create these letters: E

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Using this system, write a message to a friend. Type it on your calculator if you can. Show your messages in the digital print here:

Roman Numerals

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Modern

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Clock faces can also show the time in other ways. See if you can draw some interesting clocks using the headings below. One has been done for you.

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Talking Clock

Related Outcome: Students will investigate the versatility of digital configurations. Subject Areas: Maths - Number; Art - Visual Arts. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

Ready-Ed Publications

Perhaps You’ll Open a Capsule

Name: ..............................

Your task is to design a time capsule for children of the year 2100 to open and find out about children’s lives as they are today.

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The capsule is box-shaped and measures 45 cm deep x 35 cm wide x 60 cm long. Write the contents that YOU would choose to include to give as much information as possible. You might need to think about foods, sports, entertainment, homes, transport, clothes, schooling, technology, concerns we have about our world today, etc.

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Contents

Why will this be informative to the people of 2100?

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The International Time Capsule Society (ITCS) is an organization established in 1990 to promote the study of time capsules. Its aim is to document all types of time capsules throughout the world. The headquarters is at Oglethorpe University in Atlanta, Georgia, USA. Look at www.oglethorpe.edu/itcs/ This site offers hints on how to organise a time capsule. Perhaps you could approach your teacher about creating a proper time capsule for your school and offer to be on the student committee for this. Imagine! You have received a letter explaining that your grandfather made a time capsule when he was 12 years old and it has just been found. Conduct some research on popular items around the time your grandfather would have been this age (or, if you are lucky, you could even interview your grandfather and ask him what sort of things he may have buried). Then, write a feature article (like a factual story) about your find. Related Outcome: Students will decide on appropriate contents of a time capsule, and provide reasons. Subject Areas: Society & Environment - Time, Continuity & Change. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

Ready-Ed Publications

Are you keen to make a Time Machine? Name: Part One .............................. ..............................

Time travel has been the topic of many books, movies and wishful thoughts over the last few hundred years.

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Draw your idea in the space below.

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In the space below, draw your plans for a method of time travel. It may be in the form of a special vehicle, a type of universal porthole or a process of molecular deconstruction.

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Now the important part! You are making your maiden voyage into the past to try and influence a great historical event that may have changed the course of world history. How can you change this event so that the human race can come to live in a better world?

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You will need to decide upon your event and conduct some research so that you know who, what, where, when and how to change things.

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Write the event that you want to change here: ____________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Why do you want to change this? _______________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Related Outcome: Students will choose an event from history to change if they had the opportunity. Subject Areas: Society & Environment - Time, Continuity & Change. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

Ready-Ed Publications

Are you keen to make a Time Machine? Name: Part Two .............................. ..............................

You have now chosen a historical event that you would like to change. Now you need to make some careful plans. Consider the following: 1]

What were the outcomes of the original event. Who did it affect in the short term and in the long term?

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______________________________________________________ ______________________________________________________ ______________________________________________________

How and when would you, a time traveller from the future, change the event?

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______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Will you take anyone or anything with you to help change the event?

______________________________________________________________________ ______________________________________________________________________

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Will you make yourself known to the people of the past, or will you try to change things secretly? ______________________________________________________________________ ______________________________________________________________________ What would change directly as a result of your actions, and then indirectly as the chain of new events occurs?

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______________________________________________________________________ ______________________________________________________________________

On the back of this sheet, draw a FLOW CHART which shows how your actions change one aspect of history, and how the changes affect other aspects, and so on. After drawing your flow chart, do you still think your actions are worth while? __________ Why / Why not? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

Related Outcome: Students will reflect on the consequences of changing an event from the past. Subject Areas: Society & Environment - Time, Continuity & Change. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

Ready-Ed Publications

Five Minute Fillers

Name: ..............................

Take some “time out” for these activities.

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FINDING OUT • List some songs, movies and books that feature the topic of time in their title, such as “Time After Time”, “The Never-ending Story”. • Research other calendars, such the Chinese calendar, or find out about the changes that have been made with the Christian calendar that we use. Organise some classroom activities to celebrate other “New Years”.

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• Why are some dates superstitious? Find out what you can about the history of Friday the 13th.

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• Research the origins of the days of the week or months of the year.

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• Find out about how the inner workings of a clock or watch operates. Draw a diagram with labels to help describe what you know. • Predict, then find out how long it takes you to perform as many daily tasks as you can think of, e.g. brushing your teeth, dressing, having breakfast, etc. How close were your predictions? • Write a list of your own personal questions about time. See how many you can answer at the end of this unit. • Study plant growth over time by growing and measuring your own herb garden.

© ReadyEdPubl i cat i ons •• How good are your body clocks? Have competitions to see who can guess an amount of f o r r e v i e w p u r p o s e s o n l y • time, such as one minute. Say “Go” and ask your partner to say “Stop” when they think USING

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a full minute has passed whilst you time them with a stopwatch. How close were they? Do they improve with practice? What about if they have to do an activity for one minute such as write their name, hop on one leg, do sit-ups?

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• Find some special day celebrations to have, such as “100 days at school this year” or “Happy 15,000 days of life, Dad”. • Visit a website on clock history. A good one is www.ernie.cummings.net/ Go to the section on “Clock a History”. Make your own time line on the history of clocks, with pictures and interesting facts that you have learned.

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• Make a poster on famous clocks found around the world, such as “Big Ben”. • Find out about different types of fossil dating used by archaeologists and palaeontologists. Use some of these methods to imagine that you have found a lost civilisation. Prepare a report on your lost civilisation, explaining the dating methods that you used. • Find an interesting timepiece (such as an antique clock or a high tech watch) and draw it from three different angles (perspectives). • Write a limerick about a famous person in time. • Choose a favourite time-travel movie and write the plot to a sequel. • Draw a picture for a “time saying” such as “A stitch in time saves nine” or “Time flies when you are having fun”. Make up your own saying about time and present it with a picture. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Five Minute Fillers CREATING AND EVALUATING • Look up time records in the Guinness Book of Records. Draw some illustrations for the amusing ones and display, or make up your own time records and test your friends for a classroom Guinness Book. Who can sing the national anthem in the shortest time? Who can balance their lunchbox on their head for the longest? • Have a classroom competition on who can come up with the best time saving device. Which one is the most creative? Which is the most practical? Which is the easiest to make? Which would sell the best? E.g. a toothbrush attached to a hairbrush so you can do both at the same time, or an energy pill that contains all of your daily nutrients.

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• In a group, decide on a theme for a story that lasts one week, such as “The week that my dog got lost”. Each person gets to write the events that occur in one day, with a limit of one page. The last person has to conclude the story somehow. Read the final story out to the whole group. • Choose a certain era in the history of your city, or in the history of the world. Create a time capsule for that era by researching information, and including some of the following: A page from a newspaper from that era (even if there were no newspapers in that era, you can pretend that there were), a picture of the fashions, a menu from a dinner party, a child’s diary entry from a school day, an advertisement for the latest technology, including illustrations, something that shows what kind of music and leisure was popular. Be as creative as you like.

© ReadyEdPubl i cat i ons When did time begin? Do some research, decide on the theory that you like the best and then devise yourr own theory. See if you can write ito and fool your o classmates into thinking • f o r e v i e w p u r p s e s n l y • that this is a new theory from world-class scientists.

• Write a funny story about “The day that all the clocks stopped”. •

• If time travel were possible, would you want it to happen? Have a class debate on whether or not time travel is a good idea.

• Write an essay on this question: “Why do we have time?”

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• Design other reaction time activities, such as the one on page 18. Hold a “Reaction Time” Olympics event with your classmates. • Choose a topic, such as “Computer Technology” or “Fashion” and, based on what has happened so far, create a timeline of what could happen in the next 50 years.

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• Make a clock out of a paper plate and a split-pin to help a junior primary student learn about time. • Investigate how time is used in music, e.g. different beat patterns. Find out why classical music is meant to relax people. Create your own pieces of music using a xylophone, experimenting with different time-beats. • How has time changed you? Write three pieces of advice you would give yourself if you could travel back in time and visit your younger self. Why would you do this? What consequences may occur? Choose one of your pieces of advice and draw three cartoon strips of three different outcomes of your encounter.

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Answers These answers may vary slightly depending on the research source, however, the following provides a guide for checking and marking the student’s work.

Page 11 Shadow Magic A day is a period of 24 hours from 12:00 midnight or 00:00 hours. Ancient Egyptians and Babylonians used a 24 hour clock system 4000 years ago by dividing the stars in the night sky into 12 sections, and the rising of significant stars marked the onset of each hour. The daylight hours were divided into 12 to mirror this, hence the 24 hour clock. Close to the equator, days and nights are usually of equal length in terms of daylight, but as you move closer to the poles, the length of daylight and dark hours varies significantly depending on the seasons.

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Page 12 Shadows of Time

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Source: www.cam.net.uk/home/pb/history.html

The concept of a shadow clock works because the sun moving across the sky casts shadows at different lengths along the base. You need to turn it around because after the sun reaches its mid point in the sky, it starts to cast shadows on the base from the opposite direction. Although you can use the shadow clock throughout the year, there will be slight seasonal changes as the sun starts to rise earlier and set later in the day. Hence the markers will need to be adjusted.

© ReadyEdPubl i cat i ons Page 13 Put a Smile on Your Dial • f o evi e w p po ses on l y • for The angle onr ther gnomon is the same asu ther angle of latitude because this compensates Page 14 Drips in a Clepsydra

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the tilted axis of the earth, so that the makers for the hours are accurate despite the seasonal changes.

The distance apart of the markers in the clepsydra depend on the shape of the jar. The more sloped (outwards) the sides of the jar, the closer the markers will be. However, even with a perfectly straight jar, the distance of the markers will be closer, because less drips actually come out within one minute due to the decreasing pressure of the water above as there is less and less water in the upper part.

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The size of the marble should not matter as gravity will have the same pull on objects no matter what the size is. Galileo: Taught mathematics, investigated gravity, invented a series of telescopes and studied astrology.

Page 16 In Rhythm Body Temperature: Regulated in the brain (hypothalamus). At its lowest point during night between 1 am and 7 am.

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Ready-Ed Publications

Answers Page 16 In Rhythm (cont.) Sleep-Awake Cycle: Controlled by the hypothalamus. We need sleep to allow our body to conserve energy and restore lost energy (there are actually several disputed theories on why sleep is needed). Heartbeats: Controlled by Sino-Atrial node - a mass of tissue inside the heart that acts as a pacemaker. Lowest during sleep.

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Taste and Smell: Are most active during meals / during the day.

Page 19 Time Zones - The Facts

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Kidney Excretion Cycle: Controlled by adrenal glands. What time of the day do you mostly go to the toilet? Most active at day time, in the morning after sleep, shortly after drinking / meals.

Longitude is the measure of location using the imaginary lines going up and down around the globe. The lines of longitude are 15 degrees apart. The longitude of Greenwich is 0 degrees and is also known as the Prime Meridian.

Page 20 24 Hour Clock

Occupations using a 24 hour clock might include the armed forces, international air flight companies, travel agents, some shift workers.

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Page 22 Time Zone Problems

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am; 4. Arrives in London? 12:40 pm; 5. How long does the entire journey, including stops, take? 20 hours 50 minutes; 6. How many meals do you think the airline might provide? 3 or 4; 7. Find out the time difference between London and Sydney. 9 hours or 10 hours during daylight saving. 8. What is the actual time in Sydney when the flight departs? 12:50 am (1:50 am during daylight saving).

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There may be issues such as communicating with businesses in other states, broadcasting live international competitions, television shows, sporting events or radio announcements, specifying times for arrival or departure for interstate travel, losing or gaining hours during frequent interstate travel leading to jet lag. 1a) Going into South Australia. 1b) Half an hour earlier.

2a) Going into Western Australia. 2b) One hour and a half earlier. During daylight saving (October to March), you increase the time difference between SA and WA by an extra hour.

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Answers Page 23 Big Trouble In Little Island The International Date Line is needed to create a uniform time when the day/ date actually changes. The International Date Line was implemented at a world conference in 1884, when Greenwich was decided upon as the Prime Meridian, at which mean time would be measured. The IDL is at 180 degrees from the Prime Meridian, zigzagging through the Pacific Ocean.

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Page 26 Written in the Stars or Just For Galahs March 21 - April 19

Taurus:

April 20 - May 20

Gemini:

May 21 - June 20

Cancer:

June 21 - July 22

Leo:

July 23 - August 22

Virgo:

August 23 - September 22

Libra:

September 23 - October 22

Scorpio:

October 23 - November 21

Sagittarius:

November 22 - December 21

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Horoscopes: Aries:

Capricorn: December 22 - January 19 ©R e a d y EdPubl i cat i ons Aquarius: January 20 - February 18 Pisces: February 19u - March •f or r evi e wp r p20osesonl y•

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Dat es ma ar Dates mayy vvar aryy slightly slightly..

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