UEN Security Office
Technical Services Support Center (TSSC)
Eccles Broadcast Center
101 Wasatch Drive
Salt Lake City, UT 84112
(801) 585-6105 (fax)
Main Curriculum Tie:
Supplemental Materials (pdf)
Background For Teachers:
Intended Learning Outcomes:
2. Have students stand in the sun for several minutes. What do they feel? Have students orally describe what they feel. Have students brainstorm what they could do to be cooler. (If possible, try the students' suggestions.) Using the umbrella, box, or paper, let students try standing in the shade. Ask students to describe what they feel. Is it different in the shade? What happened when the cover was over their heads? Why? What heats our earth? What is happening in the fall? Record student observations on a class language experience chart for comparison with other seasons.
3. Repeat the activity with each new season (or as often as desired). Taking photographs of each seasonal outing enhances seasonal comparisons. Have students explore the same ideas in each season: how the sun feels, what they see around them, whether shade feels any different, what they would do to warm up/cool down, etc.
4. Keep and compare data from these walks. As the year progresses, students will have visual reminders of how the world around them has changed.
Strategies For Diverse Learners:
2. Take a walk outside. Have the students find a partner and take turns being each other's shadow. When do we see a shadow? Play shadow tag. Have students identify where shadows come from. Use flashlights in a darkened classroom and let students make shadows on the wall or movie screen. Literature resources: Asch, F. (1990). Bear Shadow NY: Scholastic, Inc. ISBN 0-590-44054-3. Bear sets out to get rid of his shadow because it scared the big fish away. When the shadow keeps coming back, the bear makes a deal.
Created Date :