CURRICULUM
FOR
ELEMENTARY
SCIENCE
GRADE 3
This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.
ACKNOWLEDGMENTS
Christine H. Salcito, Director of Curriculum and Instruction
The Board acknowledges the following who contributed to the preparation of this curriculum.
Chris Ann Moran
Lori Poulos
Subject/Course Title:
Grade 3 Science
Date of Board Adoptions:
August 30, 2011
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Science
Unit Title: Magnetism and Electricity
Target Course/Grade Level: Third
Unit Summary: The Magnetism and Electricity Module consists of sequential investigations, each designed to introduce or reinforce concepts
in physical science. The investigations provide opportunities for students to explore the natural and human-made worlds by observing and
manipulating materials in focused settings using simple tools.
Approximate Length of Unit: 9 weeks
Primary interdisciplinary connections:
Language Arts
Math
Social Studies
LEARNING TARGETS
5.1 Science Practices:
All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually
extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must
acquire to be proficient in science.
5.2 Physical Science:
All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful
conceptual tools for making sense of phenomena in physical, living, and Earth systems science.
Content Strand:
CPI#
5.2.2.D.1
5.2.4.C.2
5.2.4.D.1
5.2.4.E.3
5.2.4.A.4
5.2.6.D.1
5.1.4.A.2
5.1.4.A.3
5.1.4.B.1
5.1.4.B.3
5.1.4.B.4
5.1.4.D.1
5.1.4.D.2
Unit Understandings
Students will understand that…
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Observe the interaction of permanent magnets with a variety of common materials.
Discover that magnets display forces of attraction and repulsion.
Measure the change in force between two magnets as the distance between them changes.
Identify materials that are conductors and insulators.
Understand and construct simple open, closed, parallel, and series circuits.
Learn how to make an electromagnet.
Experience the relationship between the number of turns of wire around an electromagnet core and the strength of the magnetism
Use their knowledge of electromagnets to make a telegraph.
Use scientific thinking processes to conduct investigations and build explanations: observing, communicating, comparing, and
organizing.
Unit Essential Questions
1. How does electricity work?
2. How does each part of a circuit contribute to the flow of electricity?
3. Where does energy go?
Knowledge and Skills – Investigation 1: The Force
Students will know…
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Magnets stick to iron and steel.
Magnets attract or repel one another.
The magnetic force causes magnetic interactions.
The magnetic force of attraction between two magnets decreases with distance.
Magnetism can be induced in a piece of steel that is close to or touching a magnet.
Students will be able to…
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Explore properties of permanent magnets.
Use a magnet to detect objects made from iron.
Explore the force of magnetism through a variety of materials.
Measure the force of magnetism through a variety of materials.
Investigate changes in the force of attraction between magnets.
Record data on a graph.
Use scientific thinking processes to conduct investigations and build explanations: observing, communicating, comparing, and
organizing.
Knowledge and Skills – Investigation 2: Making Connections
Students will know…
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A circuit is a pathway through which electric current flows.
A closed circuit allows electricity to flow; an open circuit does not.
Conductors are materials that allow the flow of electricity; insulators are materials that do not allow the flow of electricity.
A switch is a device that opens and closes a circuit.
Students will be able to…
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Build and compare simple circuits with a focus on how connections are made.
Identify the essential components of an electric circuit and understand their functions.
Demonstrate evidence of the flow of electricity.
Identify materials that are conductors and insulators.
Draw pictures and schematic diagrams to represent electric circuits and communicate understandings.
Use technology to solve problems.
Use the following scientific thinking processes to conduct investigations and build explanations: observing, communicating,
comparing, and organizing.
Knowledge and Skills – Investigation 3: Advanced Connections
Students will know…
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An electric circuit is a pathway along which electricity flows.
A circuit with only one pathway for current flow is a series circuit
A circuit that splits into two or more pathways before coming together at the battery is a parallel circuit
Students will be able to…
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An electric circuit is a pathway along which electricity flows.
A circuit with only one pathway for current flow is a series circuit.
A circuit that splits into two or more pathways before coming together at the battery is a parallel circuit.
Organize data to support judgments about the advantages of series and parallel circuits.
Continue to develop ideas about electricity through the interplay between what they know about the flow of electricity and trial-anderror experiences making circuits work.
Use scientific thinking processes to conduct investigations and build explanations: observing, communicating, comparing, and
organizing
Knowledge and Skills – Investigation 4: Current Attractions
Students will know…
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Electromagnetism is magnetism created by current flowing through a conductor.
Electromagnets can be turned on and off.
The strength of the magnetism produced by an electromagnet can be varied.
Students will be able to…
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Learn how to make an electromagnet.
Find the relationship between the number of winds of wire around a core and the strength of the magnetic force.
Investigate other ways to change the strength of an electromagnet’s magnetic force.
Use scientific thinking processes to conduct investigations and build.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
The goals for assessment fall into three categories called assessment variables:
(1) Content knowledge, (2) Conducting investigations, (3) Building explanations
Assessment Classes:
Formative:
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Teacher observation
Student sheets
Response sheets/journal/notebook
Performance assessment
Summative:
End of module assessment
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Performance items
Content knowledge
Aspects of conducting investigations
Ability to support claims or explanations
Portfolio checklist - Work examples to show knowledge of:
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Content
Process
Improvement
Best work
Integrated curriculum
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
Investigation 1: The Force (6 lessons)
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Communication game (part 1)
Looking for things that stick (part 1)
Test objects: sort, conduct test, discuss results (part 1)
Attract and repel (part 1)
Temporary magnets (part 2)
Breaking the force (part 3)
Investigation 2: Making Connections (5 lessons)
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Lighting a bulb (part 1)
Introduce circuit and components (part 1)
Making a motor run (part 2)
Explore circuits and switches (part 2)
Find conductors and insulators (part 3)
Investigation 3: Advanced Connections (2 lessons)
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Build a series circuit (part 1)
Build Parallel circuits (part 2)
Investigation 4: Current Attractions (3 lessons)
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Building an electromagnet (part 1)
Set standards for the investigation (part 1)
Change the number of winds (part 2)
RESOURCES
Teacher Resources:
Teacher Guide
Teacher Preparation Video
FOSS Magnetism and Electricity
Equipment Needed:
FOSS Magnetism and Electricity Kit
Batteries, bulbs, and wires (extra)
Literature
FOSS Science Stories Magnetism and Electricity
Harcourt Leveled reader
Technology
www.fossweb.com
Amazing Magnets; Adler, David
Batteries, Bulbs, and Wires; Glover, David
Discovering Electricity; Bains, Rae
Electricity; Clemence, John and Janet
Magic School Bus and the Electric Field Trip; Cole, Joanna
Playing with Magnets; Gibson, Gary
Electricity and magnetism; Adamczyk, Peter and Law, Paul-Francis
Harcourt School: How a Battery Works Electric Circuit
BrainPop: Electric Circuits
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Earth Science
Unit Title: Water
Target Course/Grade Level: Grade 3
Unit Summary:
Water is the most important substance on Earth. Water dominates the surface of our planet, changes the face of the land, and defines life. These
powerful, pervasive ideas are introduced here. The water module consists of three investigations in which students explore properties of water,
changes in water, interactions between water and other earth materials, and how humans use water.
Approximate Length of Unit: First marking period - 12 weeks
Primary interdisciplinary connections:
Language Arts/ Literacy
Mathematics
Social Studies
LEARNING TARGETS
5.1 Science Practices:
All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends,
refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be
proficient in science.
5.2 Physical Science:
All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful
conceptual tools for making sense of phenomena in physical, living, and Earth systems science.
Content Strands:
CPI#
5.1.4.A.1
5.1.4.A.2
5.1.4.A.3
5.1.4.B.1
5.1.4.B.3
5.2.4.A.2
5.2.4.B.1
5.4.4.G.1
5.4.4.G.3
5.4.4.G.4
Unit Understandings
Students will understand that…
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Observe and explore properties of water in liquid, solid, and gaseous states.
Observe the expansion and contraction of water as it warms and cools.
Investigate factors that influence evaporation and condensation of water.
Consider components of the water cycle.
Acquire vocabulary associated with water.
Record observations in writing and pictures.
Exercise language and math skills in the context of science.
Become aware of the importance of water in their lives.
Use scientific thinking processes to conduct investigations and build explanations: observing, communicating, comparing, and
organizing.
Unit Essential Questions
Is Water the most essential resource on earth?
Is there the same amount of water on Earth today as there was millions of years ago?
Knowledge and Skills
Water Observations – Investigation 1
Students will know…
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Water is absorbed by some surfaces and beads up on some surfaces.
Surface Tension makes a drop of water form beads and domes with a skin like surface.
The speed at which a bead of water flows on a smooth surface depends on the slope of the surface and the size of the water dome.
Students will be able to…
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Observe the interaction of water with different materials.
Investigate the property of water surface tension
Investigate and observe the movement of water on a slope.
Use scientific thinking processes to conduct investigations and build explanations: observing, communicating, comparing, and
organizing.
Hot Water, Cold Water – Investigation 2
Students will know…
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Water may exist as a solid, liquid, or gas, depending on its temperature.
Changing the temperature of water may change its properties.
Cold water is denser than warm water.
Liquid water becomes solid water (ice) when it cools to 0 degrees Celsius.
Warming ice to a temperature above 0 degrees Celsius causes it to melt into liquid water.
.Students will be able to…
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Construct a thermometer to observe that water expands as it warms and contracts as it cools.
Observe and describe the interactions between two masses of water at different temperatures.
Compare properties of two states of water: solid (ice) and liquid
Use scientific thinking processes to conduct investigations and build explanations: observing, communicating, comparing, and
organizing
Water Vapor - Investigation 3
Students will know…
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Evaporation is the process by which liquid water changes into water vapor.
Temperature affects the rate of evaporation.
The surface area of a liquid affects the rate of evaporation.
Condensation occurs when water vapor contacts a cool surface and changes into a liquid.
Evaporation and condensation contribute to the movement of water through the water cycle.
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Students will be able to…
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Investigate the effect of surface area and air temperature on evaporation.
Observe condensation.
Investigate the effect of temperature on condensation.
Use scientific thinking processes to conduct investigations and build explanations: observing, communication, comparing and
organizing.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
The goals for assessment fall into three categories called assessment variables:
(1) Content knowledge, (2) Conducting investigations, (3) Building explanations
Assessment Classes:
Formative:
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Teacher observation
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Student sheets
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Response sheets/journal/notebook
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Performance assessment
Summative:
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End of module assessment
Performance items
Content knowledge
Aspects of conducting investigations
Ability to support claims or explanations
Portfolio checklist
Work examples to show knowledge of:
Content
Process
Improvement
Best Work
Integrated Curriculum
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
Language Arts:
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Reading - “Magic School Bus at the Water Works”
Reading - The Changing Forms of Water” – Harcourt
Writing - Start a word bank for key vocabulary terms
Reading - Foss Science Stories “WATER” after each investigation
Writing - reflective journal responses
Science:
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Create and post a content/inquiry chart listing concepts that summarize knowledge from lessons.
Student will answer worksheet at the end of each investigation lesson.
Students will learn to identify Cumulonimbus, Stratus, and Cirrus clouds in “The Changing Forms of Water”
Students will create a “Follow a Raindrop” filmstrip
Students will learn the Water Cycle Song (Sang to tune of She’ll be Coming Around the Mountain)
Student will create their own Water Cycle model in a zip lock plastic bag
Math:
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Graphing – drops on a penny
Measurement – Spots of absorption
Measurement – Capacity, units of volume
Reading a thermometer
Data collection – time, tally marks
Social Studies:
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Rivers, Lakes and Oceans – How they flow, where they are located on a map
How does water affect your daily life
Water stories – Ice History, Ice is Everywhere
RESOURCES
Teacher Resources:
Teacher Guide
Teacher Preparation Video
FOSS Water Kit
Equipment Needed:
FOSS Water Kit
Hot, room temperature, cold and frozen water
Large zip lock bags, blank copy of the water cycle – see attachment
Literature
FOSS Science Stories Water
Harcourt Leveled reader - “The Changing Forms of Water” and Kinds of Clouds worksheet – see attachment
The Water Cycle Song – see attachment
Follow the Raindrop: The Movie – see attachment
Magic School Bus
Technology
www.fossweb.com
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Science
Unit Title: Objects in the Sky
Target Course/Grade Level: Third Grade
Unit Summary:
There is nothing like astronomy to capture the imaginations of children. The most obvious way for children to learn about objects in the sky is to
explore those objects. This module builds on students’ prior observations of objects in the sky, specifically the sun, moon and stars. It provides
opportunities for students to work like astronomers as they are introduced to key concepts in astronomy.
Approximate Length of Unit:
Third Marking Period
Sky Wilderness – 30 min. (2 sessions)
Moon Watching – 30 min. discussion (watch the moon for 1 month)
Moon Phases – 30 min. (5 sessions)
Other Objects in the Sky: 30 Min. (8 lessons)
Primary Interdisciplinary Connections:
Language Arts/Literacy
Math
LEARNING TARGETS
Standards:
5.4 Earth Systems Science - All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is
is part of the all encompassing system of the universe.
Content Strand
CPI #
5.4.6.A.2
5.4.6.A.3
5.4.6.A.4
5.4.4.A.1
5.4.4.A.2
5.4.4.A.3
5.4.4.A.4
Unit Understandings
Students will understand that…
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Observable, predictable patterns of movement occur in the Sun, Moon, and other Objects In the Sky.
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The movement of celestial objects within the Universe can be predicted.
Unit Essential Questions
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How can we tell time by observing nature?
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What makes the sun and moon special?
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How do all the objects in the sky work together?
Knowledge and Skills
Students will know that the sun:
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The Sun rises in the East and sets in the West.
A compass is a tool used to determine directions.
Earth is a globe and spins on its axis.
Day happens when a location on Earth is facing towards the Sun.
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Night happens when a location on Earth is facing away from the Sun.
The exact path the Sun takes in the sky varies by season.
The Sun is made of hydrogen and helium.
The Sun is a star.
If there was no sun there would be no life on Earth.
Earth is one of the planets that orbit the Sun.
Students will be able to:
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Formulate explanations from evidence
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Actively participate in discussions about student data questions and understandings
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Present evidence to interpret and/or predict cause-and-effect outcomes of investigations
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Revise predictions or explanations on the basis of learning new information
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Monitor one’s own thinking as scientific concepts are refined
Key terms:
Cardinal directions, compass, day, night, east, west, north, south, Season, Sun
Students will know that:
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The Moon is one of the objects in the night sky.
The Moon orbits Earth.
The Moon can appear in the sky both night and day.
The Moon changes its appearance, or phase, in a regular pattern over 4 weeks.
The Moon’s phase is determined by the portion of the illuminated half of the Moon that is visible from Earth.
Students will be able to:
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Use outcomes of investigations to build and refine questions, models, and explanations
Formulate explanations from evidence
Actively participate in discussions about student data questions and understandings
Key Terms:
cycle, lunar cycle, orbit, moon phases, night sky, new moon, first quarter, third quarter, crescent, gibbous, waxing, waning, full moon, Moon
Students will know:
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The solar system contains many planets that orbit the sun.
Planets are held in orbit because of the force of gravity. The same force of gravity holds us to the earth.
Students will be able to:
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Demonstrate understanding of the interrelationships among fundamental concepts
Formulate explanations from evidence
Communicate and justify explanations with reasonable and logical arguments
Monitor and reflect on one’s own knowledge regarding how ideas change over time
Key Terms:
Solar System, planet, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, dwarf planet, Pluto
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
The goals for assessment will fall into:
• Content knowledge
• Conducting investigations
• Building explanations
Formative:
1.
2.
3.
4.
Teacher Observation
Student Sheets
Response journals
Performance assessment
1.
2.
3.
End of Unit Assessment
Content knowledge in journals
Ability to support claims or explanations
Summative:
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
Language Arts:
• Start a word bank for key vocabulary terms.
• Read The Sun from Sun, Moon, and Planets – Usborne Explainers answer teacher created sheet.
• Read Reasons for Seasons by Gail Gibbons
• Read facts about the moon on p. 53 in student manual (Investigating Objects in the Sky)
• Research a planet and create a planet report.
• Read “Magic School Bus Lost in the Solar System"
Science:
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Math:
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Create and post a content/inquiry chart listing concepts that summarize knowledge from lessons.
Answer worksheets that go along with sun, seasons, moon, and planets.
Chart the moon each night over a month long period. Show students how to find it on the computer if they can’t see it at
home.
Students create a moon imagination.
Students will learn the phases of the moon, create moon movies, moon wheels, and moon phase poster.
Students will learn about the other objects in the sky (planets, asteroids, comets) by reading lesson 9 in the student book.
Students will gain a further understanding for distances by completing “A Strip of Space” worksheet.
Students will learn more about the planets from planet report presentations and informational worksheets.
Students will label and color a model of the solar system.
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Graph the phases of the moon.
Students can calculate to see how much they weigh on another planet.
Students use a calendar to track the phases of the moon.
RESOURCES
Teacher Resources:
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Literature:
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Teacher’s edition – Investigating Objects in the Sky
Worksheets (see attached
Magic School Bus Lost in the Solar System – Joanna Cole
The Moon Book – Gail Gibbons
The Reasons for Seasons – Gail Gibbons
Sun, Moon, and Planets – Usborne Explainers
Investigating Objects in the Sky student books
The Nine Planets Astronomy for Kids
kids.nineplanets.org/
The Solar System - Astronomy For Kids - KidsAstronomy.com
www.kidsastronomy.com/solar_system.htm
Solar System Exploration: Planets
solarsystem.nasa.gov/planets/index.cfm
Moon Phases: Calendars
www.calculatorcat.com/moon_phases/moon_phases.phtml
Moon Phases /Lunar Phases Explained
www.moonconnection.com/moon_phases.phtml
What causes the seasons? • KidExplorers™ at ChristianAnswers.Net
www.christiananswers.net/kids/edn-seasons.html
Science for kids: How do seasons change? - YouTube
www.youtube.com/watch?v=_KouS3mzlwM
The Reasons for Seasons - FREE Presentations in
PowerPoint ...
seasons.pppst.com/reasons.html
Sun for Kids - NASA
www.nasa.gov › ... › Exploring the Universe › Our Solar
System
Ask an Astronomer FOR KIDS! - The Sun
coolcosmos.ipac.caltech.edu/cosmic_kids/AskKids/sun.shtml