Unit Description:
The students will have a three-day unit based on the sun, moon and the Earth. The initial lesson will
explain the purpose and functions of the sun, along with the relationship it shares with the Earth. The
students will be engaged through hands on activities.
Title: Sun, Moon & Planets, Day 2: The Sun
Subject Area: Science
Grade Level: 6
Materials Needed: Internet access and projector screen
State Standards:
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Standard 6.1d: hypotheses are stated in ways that identify the independent and dependent
variables
Standard 6.1e: a method is devised to test the validity of predictions and inferences
Standard 6.8a: The student will investigate and understand the organization of the solar system
and the interactions among the various bodies that comprise it. Key concepts include a) the sun,
moon, Earth, other planets and their moons, dwarf planets, meteors, asteroids, and comets
Objectives:
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TLW will define and analyze the functions of the sun
TLW will identify the influence the sun has on Earth
TLW relate the sun’s activities to their everyday lives
Aim: Why is the sun so essential to life on Earth? (Ask a student to read the Aim)
Do Now: List or draw three reasons the sun is important to you (5 min)
Definitions: Photosynthesis, sunrays, hydrogen, helium
Lesson:
1) Students will share their three reasons they chose with the partner next to them. Each will ask
how those three reasons would be effected if the sun did not exist. (10 min)
2) Using pictures on projector, students will be shown NASA images of the sun. Based off the
pictures, students will be asked what they think sun is made of.
3) Activity: What’s the Sun made of? (20 min)
a. Students will be broken up into groups of 4 (three groups of 5) based on academic
ability. The incentive will be that each student of the group who gets it correct will
receive 3 extra credit points towards their next exam.
b. Each group will be given 4 words with pictures drawn on the bottom (gas, fire,
chocolate, clouds) and must choose what they think the sun is made of.
c. Groups will have a designated writer and a designated speaker (co-teacher will make
sure there is one in each group). The group will determine what the sun is made of and
why they believe in the selection they made.
4)
5)
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d. The speaker of each group will present why they believe the sun is made out of what
they selected.
e. *The sun is a giant ball of hot gas.*
The two seeds planted at the same time (one exposed to the sun, one not exposed to the sun).
They will be shown the two same plants a month later and be asked to identify the differences
between the two plants. One plant will be severely malnourished while the other will be
flourishing. Students will be asked why they think this happened and what do ALL plants need to
grow. (10 min)
Activity: Let the sun shine in! (20 min)
a. Four students will be selected to dramatize the responsibilities of the with poster
boards: one student will be the sun, one will be the plant, one will be the herbivore
(deer), and one will be the carnivore (mountain lion).
b. Student whose role is the sun will shine sun down on plant, plant will sprout. Once the
plant sprouts, they will be eaten by the deer, the deer then will be eaten by the
mountain lion.
c. Students in audience will develop a hypothesis of what they think will happen if the sun
is not existent.
d. Skit will be re-done without the sun. No plant will grow and the deer will “die.” Once the
deer “dies,” the mountain lion will “die.”
e. Students in audience will evaluate what occurred in the skit. (popcorn hands)
Five minute break will be put in place for transition. Online Timer will be set.
Activity: Is the sun out today? (15 min)
a. Students will imagine they are at the beach and get sun burn. What caused the
sunburn? (popcorn hands)
b. Each student will draw sun rays hitting their body to understand what they are.
Answer the Aim (5 min)
Assessment:
1) Imagine the sun stopped shining for 3 months. How would you and your family survive? What
would you be sure to store with you? Work with family member/guardian. Students may make a
collage of pictures to show what they will have decided to store with them.
2) Be sure to look at the shape of the moon.