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Main Curriculum Tie:
Energy Makes Things Happen, by Kimberly Brubaker Bradley (Letís-Read-and-Find-Out Science); ISBN 0-06-445213-1
Experiments With the Sun and the Moon, by Salvatore Tocci (A True Book Series); ISBN 0- 516-22605-3
Heat Wave, by Helen Ketteman; ISBN 0-8027-7577-2 Sun, by Dana Meachen Rau; ISBN 0-7565-0440-6
The Sun, by Dan Elish (Space Group 2); ISBN 978-0-7614-2048-4
The Sun, by Margaret J. Goldstein (Lerner Publications Company); ISBN 0-8225-4647-7
The Sun: Our Nearest Star, by Franklyn M. Branley (Letís-Read-and-Find-Out Science); ISBN 0-06-445202-6
The Sun, by Isaac Asimov (Isaac Asimovís 21st Century Library of the Universe); ISBN 0- 8368-3242-6
What if the Polar Caps Melted? by Katherine Friedman (What If? Series); ISBN 0-516-23914-7
All About Light, Physical Science for Children Series, (Schlessinger Science Library) Library Video Company VHS DK7109, DVD DV8854
Bill Nye the Science Buy Series Three Ė The Sun, (Disney Educational Productions) Library Video Company VHS DN2248, DVD DW0599
All About the Sun Ė Space Science for Children, (Schlessinger Science Library) Library Video
Company ISBN 1-57225-234-0
Background For Teachers:
The sun is the center of our universe. Earth and other planetary systems revolve around the sun. The sun appears to move across the sky from east to west because of Earthís counterclockwise rotation. As Earth rotates and the part of Earth we are on turns towards the sun, we see it appear to rise above the horizon. We also experience seasons and varying amounts of daylight, caused by the 23 1⁄2 degree tilt of the Earth as it revolves around the sun. The moon does not produce any heat or light. The moonís light we experience on Earth is reflected sunlight off the moonís surface.
The sun is Earthís main source of heat and light. Heat and light from the sunís rays is called solar energy and is essential for life on Earth. The warming of Earthís atmosphere is called the greenhouse effect. Earthís climate is warming in response of atmospheric accumulation of heat-trapping gases, such as carbon dioxide (CO2). CO2 is produced from power plants and burning fossil fuels, and it is responsible for about half of the warming of the climate. The other main gases responsible for the greenhouse effect are nitrogen oxide (N40) produced by automobile exhaust, methane (CH4) produced by decaying plants and animals, rotting garbage, humans and animals passing gas, chlorofluorocarbons (CFCs) found in refrigerators, air conditioners, foamed plastics, and other man-made products.
Over the past few centuries, people have been burning more
amounts of fuel, such as wood, coal, oil, natural gas, and gasoline. The
result, some experts believe, will be Earth heating up and undergoing
global warming. Some scientists believe the build up of CO2 in the
atmosphere may be caused by deforestation, which reduces the number
of trees available to absorb CO2. Some solar scientists are considering
whether the warming exists, wholly or in part, by a small increase in
the Sunís energy output. An increase of only 0.2% in the solar output
could have the same effect as doubling the carbon dioxide in Earthís
atmosphere. Many fear that the rise in temperature of the Earthís
atmosphere will disrupt weather patterns, causing the polar icecaps
to melt and release more water into the oceans. This increase in the
water level might cause the oceanís saline concentration to weaken,
threatening marine species and flooding coastal areas.
Intended Learning Outcomes:
Let the Sun Shine
Prior to this activity, you must collect the following "props" and place them in a box at the front of the room: sunglasses, teddy bear, hand fan, picture of the sun, flashlight, hand mirror, plastic stemmed flower, umbrella, Frisbee, bottle of sunscreen, "Sun", "Earth", and "Moon" nametags.
Cut apart and distribute parts from Let the Sun Shine master to the students. Allow them to read their parts in advance so they are comfortable with their actions and script.
Stand back and let them perform.
Lasley, T.J. & Matczynski, T.J. (1997). Strategies for Teaching in a Diverse Society: Instructional Models
Only teachers who utilize a variety of instructional models will be successful in maximizing the achievement of all students. Teachers need to ďplay toĒ studentsí strengths and to mitigate studentsí learning weaknesses. This can be done only through the use of instructional variety.
Danielson, C., (2002). Enhancing Student Achievement: A Framework for School Improvement, pp. 73
Only by building and strengthening links with other institutions in the community can schools achieve their full mission. Local individuals and organizations Ė families and caregivers, public and private agencies, the business community, and colleges and universities Ė should not be regarded as competitors, but rather as partners in the education of the communityís children.
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