Project GLAD



Project GLAD

Auburn School District Washington State

SEASONAL IMPACT OF THE SUN IN WASHINGTON (Level 2)

IDEA PAGES

I. UNIT THEME

• The relationship of the earth and sun has a profound effect on all life on our planet.

• Some changes to the physical environment of a region change are cyclical and predictable.

• Animals and plants are adapted to the seasonal environments of their regions.

• All human cultures reflect adaptations to the seasonal environments of their regions.

II. FOCUS/MOTIVATION

• Big Book

• Inquiry Charts such as: “what do you already know about Sun and the Earth?

• Observation Charts

• Poetry and Chants

• Personal Interaction: such as“ have you ever misunderstood someone’s tradition (in relation to seasons)? When and where did that happen what did you do?”

• Cognitive Content Dictionary with signal word

• Super Scientist awards

• Picture File Cards

III. CLOSURE

• Process all charts, especially inquiry and observation

• Complete personal inquiry

• Personal projects with rubric

• Sketch and write

• Framed inquiry letter

• Group letter to an organization

• Scientist conference: group action plan, group presentations

• Share Big Books and personal explorations

• Share team poetry

• Share team co-op strip writing

• Share personal explorations

• Team explorations

• Team Jeopardy

• Framed letter to go home

• Student generated assessment

IV. CONCEPTS - Grade 2

Seasons are the result of the earth’s movement in relation to the sun.

Seasons have a profound effect on life on Earth.

Weather/ temperature

V. WASHINGTON STATE STANDARDS

SCIENCE (Grade 2)

(2-3) LS1A Students know that plants have life cycles that include sprouting, growing to full size, forming fruits and flowers, shedding seeds (which begins a new cycle), and eventually dying. Students know that the details of the life cycle are different for different plants. Students can describe the life cycle of a common type of plant.

(2-3) LS1B Students know that animals have life cycles that include being born; developing into juveniles, adolescents, then adults, reproducing (which begins a new life cycle); and eventually dying. Students know that the details are different for different animals. Students can describe the life cycle of a common type of animal

(2-3) LS2C Students know that some changes in ecosystems occur slowly and others occur rapidly. Students know that changes can affect life forms, including humans. Students can explain the consequences of gradual ecosystem change (e.g. gradual increase or decrease in daily temperatures, reduction or increase in yearly rainfall).

(2-3) ES2C Students know that weather changes from day to day and over the seasons. Weather can be described by measurable quantities, such as temperature and precipitation. Students can interpret graphs of weather conditions to describe with measurements how weather changes from season to season.

(2-3) ES1A Students know that outdoor shadows are longest during the morning and evening and shortest during the middle of the day. Students know that these changes in the length and direction of an object’s shadow indicate the changing position of the sun. Students can mark the position of shadows cast by a stick over the course of a few hours, and infer how the Sun has moved during that time. Students can observe that the length of shadows is shortest at about noon, and infer that this is because the Sun is highest in the sky (but not directly overhead) at that time. Students can explain how shadows could be used to tell the time of day.

(4-5)ES1A Students know that earth is approximately spherical in shape. Things on or near the Earth are pulled toward Earth’s center by the force of gravity. Students can give evidence to support the idea that Earth is spherical in shape (e.g., research Earth images from space, shape of Earth’s shadow on the Moon during an eclipse of the Moon).

(4-5) ES1B Students know that earth’s daily spin relative to the Sun causes night and day. Students can use a physical model or diagram to show that Earth’s spin causes night and day

(4-5) ES1C Students know that Earth’s nearly circular yearly orbit around the Sun causes us to see different constellations at different times of year. Students can use a physical model or diagram to show how the different constellations are visible in different seasons, as a consequence of Earth orbiting the sun.

(4-5) ES1D Students know that the Sun is a star. It is the central and largest body in our Solar System. Students know that the Sun appears much brighter and larger than other stars because it is many thousands of times closer to Earth. Students can Identify that our Solar System contains only one star, the Sun. Students can explain that the Sun appears brighter and larger than any other star because it is very close to us.

SOCIAL STUDIES (Grade 2)

(2) 3.1.2 Students understand the physical characteristics of places in the community. Students can describes physical characteristics such as rivers, lakes, mountains, and parks of the community in which they live.

COMMUNICATION STANDARDS – Grade 2

EALR 1: The student uses listening and observation skills and strategies to gain understanding.

1.1: Uses listening and observation skills and strategies to focus attention and interpret information.

1.1.1 Applies a variety of listening strategies to accommodate the listening situation.

1.1.2 Applies a variety of listening and observation skills/strategies to recall and interpret information.

1.2: Understands, analyzes, synthesizes, or evaluates information from a variety of sources.

1.2.1 Applies strategies to comprehend auditory and visual information.

1.2.2 Understands that mass media contains fact, fiction, and opinion.

EALR 2: The student uses communication skills and strategies to interact/work effectively with others.

|2.1: Uses language to interact effectively and responsibly in a multicultural context. |

2.1.1 Analyzes the situation to adjust language.

2.2: Uses interpersonal skills and strategies in a multicultural context to work collaboratively, solve problems, and perform tasks.

2.2.1 Understands how to show respect for others’ input.

2.2.2 Understands how to contribute responsibly in a one-to-one conversation or group setting.

2.3: Uses skills and strategies to communicate interculturally.

2.3.1 Recognizes that families may have unique cultural practices and ways to communicate.

2.3.2 Understands cues that aid intercultural communication.

EALR 3: The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of situations.

3.1: Uses knowledge of topic/theme, audience, and purpose to plan presentations.

3.1.1 Understands how to plan and organize effective oral communication and presentation.

3.2: Uses media and other resources to support presentations.

3.2.1 Understands how to use available media and resources in oral presentations.

3.3: Uses effective delivery.

3.3.1 Applies skills for delivery of effective oral communication and presentations.

EALR 4: The student analyzes and evaluates the effectiveness of communication.

4.1: Assesses effectiveness of one’s own and others’ communication.

4.1.1 Understands how to use simple criteria to assess one’s own communication.

4.1.2 Understands how to use simple criteria to judge others’ communication.

4.2: Sets goals for improvement.

4.2.1 Understands how to set a grade level appropriate communication goal.

WRITING STANDARDS GRADE 2

|1. The student understands and uses a writing process. |

|1.1. Prewrites to generate ideas and plan writing. |

|1.2. Produces draft(s). |

|1.3. Revises to improve text. |

|1.4. Edits text |

|1.5. Publishes text to share with audience. |

|1.6. Adjusts writing process as necessary. |

|2. The student writes in a variety of forms for different audiences and purposes. |

|2.1. Adapts writing for a variety of audiences. |

|2.2. Writes for different purposes. |

|2.3. Writes in a variety of forms/genres. |

|2.4. Writes for career applications. |

|3. The student writes clearly and effectively. |

|3.1. Develops ideas and organizes writing. |

|3.2. Uses appropriate style. |

|3.3. Knows and applies writing conventions appropriate for the grade level. |

|4. The student analyzes and evaluates the effectiveness of written work. |

|4.1. Analyzes and evaluates others' and own writing. |

|4.2. Sets goals for improvement. |

|READING STANDARDS GRADE 2 |

|1. The student understands and uses different skills and strategies to read. |

|1.1. Use word recognition skills and strategies to read and comprehend text. |

|1.2. Use vocabulary (word meaning) strategies to comprehend text. |

|1.3. Build vocabulary through wide reading. |

|2. The student understands the meaning of what is read. |

|2.1. Demonstrate evidence of reading comprehension. |

|2.2. Understand and apply knowledge of text components to comprehend text. |

|2.3. Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text. |

|2.4. Think critically and analyze author’s use of language, style, purpose, and perspective in literary and informational text. |

|3. The student reads different materials for a variety of purposes. |

|3.1. Read to learn new information. |

|3.2. Read to perform a task. |

|3.3. Read for career applications. |

|3.4. Read for literary experience in a variety of genres. |

|4. The student sets goals and evaluates progress to improve reading. |

|4.1. Assess reading strengths and need for improvement. |

|4.2. Develop interests and share reading experiences. |

K-2 LANGUAGE PROFICIENCY LEVELS (Expectations based on student’s grade level) 12/14/09

| |Listening/Speaking |Reading |Writing |

|Beginning |Very limited understanding of English |Expresses self using words, drawings, gestures, and actions to: |Draws, labels, copies familiar words |

| |Learns to distinguish and produce English phonemes |o Sequence simple text |Writes to name, describe, or complete a list |

| |Uses words, gestures, and actions |o Answer literal questions |Begins to use invented spelling, capital letters, participates in |

| |Practices repetitive social greetings |o Make simple predictions |group editing |

| |Imitates verbalizations of others to communicate: |Hears and produces familiar sounds |Identifies an intended audience |

| |o Basic needs |Reads sight words |Sequences pictures to assist with organization |

| |o Participate in discussions and activities |Uses and comprehends highly contextualized vocabulary |Participates in group writing process |

| |o Respond to simple directions |Listens to text read aloud | |

| | |Begins to understand concepts of print | |

| | | | |

|Advanced |Uses words and/or phrases |Expresses self using words and/or phrases to: |Writes sight words and phrases |

|Beginning |Uses appropriate social greetings |o Identify characters |Demonstrates inconsistent use of: |

| |Participates in social discussions on familiar topics |o Identify setting |o Capitals |

| |Participates in academic discussions on familiar topics |o Compare and contrast |o Punctuation |

| |Develops correct word order in phrases |Hears and produces familiar and unfamiliar sounds |o Correct spelling |

| |Begins to use academic vocabulary |Increases sight vocabulary |Identifies an intended audience |

| | |Uses word-meaning strategies |Begins to write based on a model |

| | |Reads patterned and repetitive text |Brainstorms and writes rough draft |

| | |Applies concepts of print |Participates in group revision |

|Intermediate |Uses simple sentences with inconsistent use of syntax, |Expresses self using simple sentences to: |Writes simple sentences |

| |tense, plurals, and subject/verb agreement: |o Describe images from text |Demonstrates increasing control of: |

| |Recalls details in stories and expository text read aloud |o Connect text to prior knowledge |o Capitals |

| |using cues |Makes generalizations based on text |o Punctuation |

| |Participates in social discussions |Monitors for comprehension |o Correct spelling |

| |Participates in academic discussions |Produces unfamiliar sounds |Writes for self, family, friends, and teacher |

| |Begins to use academic vocabulary |Decodes word patterns |Writes individually and in a group process |

| |Selects appropriate social and academic vocabulary for |Reads sight words | |

| |different audiences with teacher guidance (register) |Reads familiar words in context | |

| |Asks questions |Increases vocabulary through reading | |

| | |Uses text features to gain meaning | |

| | |Distinguishes between: | |

| | |o Fiction/non-fiction | |

| | |o Fact/opinion | |

| | |o Fantasy/reality | |

| | |Follows simple written directions (e.g., color, cut, glue) | |

|Advanced |Uses descriptive sentences with common grammatical forms |Expresses self using descriptive sentences to: |Uses simple and descriptive sentences |

| |with some errors |o Identify theme |Begins to adjust register for different audiences |

| |Participates in social discussions |o Recognize literary devices |Uses grade level conventions inconsistently |

| |Participates in academic discussions |Uses a variety of strategies to monitor comprehension |Needs assistance in editing and revising |

| |Retells stories using descriptive sentences |Recognizes phonemes within multi-syllabic words | |

| |Begins to use word patterns to determine the meaning of |Uses word parts to determine word meanings | |

| |new words |Reads with increasing fluency | |

| |Uses appropriate social and academic vocabulary for |Independently confirms word meanings | |

| |different audiences with teacher guidance (register) |Follows multi-step written directions | |

| |Asks questions to clarify |Text increases in length and complexity | |

|Transitional |Speaks clearly and comprehensibly using standard English |Adjusts reading rate as appropriate |Uses academic vocabulary across content areas |

| |grammatical forms with occasional errors |Uses academic vocabulary, uses multiple meaning words appropriately |Uses standard grammar and conventions with teacher support as |

|Has met criteria for |Gives oral presentations |Follows increasingly complex written directions |needed |

|exiting Transitional |Uses appropriate social and academic vocabulary for |Reads and comprehends grade level text | |

|Bilingual |different audiences (register) | | |

|Instructional Program| | | |

|(TBIP) | | | |

VII VOCABULARY

Tier III Vocabulary:

Autumn solstice equinox

Orbit hemisphere solar system

season energy

photosynthesis radiation temperature

degrees position life cycle

germination pollination harvest

hibernation shelter

Tier II Vocabulary:

Observe Describe Characteristics

Hypothesize Facts Opinions

Fact Apply Apply

Analyze Synthesize Sequence

Cause and Effect Compare and Contrast Tilt

Mild Extreme Decrease

Position Arc Increase

Model Shelter Rotate

Surface Equal Mild

Length

ELD core vocabulary:

For example: Tier I words

colors, numbers, winter, spring, summer, fall, planet names, plants, roots, fruit, flowers, stems, star, sun, rays, moon, shadow, Earth,

VIII. RESOURCES and MATERIALS

Non-fiction Text: (King County Library System)

The Reasons for Seasons by Gail Gibbons

Why Do Leaves Change Color? (Let’s-Read-and-Find-Out Science, Stage 2) by Betsy Maestro, Loretta Krupinski

The Life Cycle of a Tree by Bobbie Kalman, Kathryn Smithyman

From Seed to maple Tree: Following the Life Cycle (Amazing Science) Salas, et al

Weather Words and What They Mean by Gail Gibbons

The Tree Book for Kids and Their Grown Ups by Gina Ingoglia

The Life Cycle of a Bear by Sabrina Crewe, Robert Morton

|Seasons, by Tammy Schlepp |

|Every season, by Rotner, Shelley |

|Why do the seasons change?,By  Stewart, Melissa |

|Our seasons,  Lin, Grace |

|What happens in spring?,  Latta, Sara L. |

|What happens in winter?,  Latta, Sara L. |

|Sunshine makes the seasons, Branley, Franklyn Mansfield |

|Paint a sun in the sky,  Llewellyn, Claire |

|Four seasons make a year,  Rockwell, Anne F. |

|What makes the seasons?,  Cash, Megan Montague |

|Oak tree,  Morrison, Gordon |

|Winter Moon, George, Jean Craighead |

|Living sunlight,  Bang, Molly |

| |

|Far-out science projects about Earth's sun and moon,  Gardner, Robert |

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|Sun up, sun down,  Bailey, Jacqui |

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|The sun,  Miller, Ron |

|Sun / Jim Pipe. Pipe, Jim, |

|The summer solstice , Jackson, Ellen B., |

|The longest day : celebrating the summer solstice / by Wendy Pfeffer ; illustrated by Linda Bleck. |

|The shortest day : celebrating the winter solstice / by Wendy Pfeffer ; illustrated by Jesse Reisch. |

|A new beginning : celebrating the spring equinox / by Wendy Pfeffer ; illustrated by Linda Bleck. |

|The spring equinox: celebrating the greening of the earth, Jackson, Ellen B., 1943- |

|The nature and science of spring Burton, Jane. 1999 |

|Why do leaves change color?, Maestro, Betsy |

|The nature and science of autumn / Jane Burton and Kim Taylor. |

|Myths and Legends: |

|Maui and the Sun: A Maori Tale/ |

|Retold and illustrated by Gavin Bishop |

|Sun Stories: Tales From Around the World to Illuminate the days and nights of our lives By Carolyn McVickar Edwards. |

|Poetry: |

|To Every thing there Is A Season By Leo Dillon, et al |

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Internet Sources:







*religious references.



































UNIT PLANNING PAGES

I. FOCUS/MOTIVATION

• Cognitive content Dictionary

• Big Book SUN

• Read Aloud, variety of sources

• Inquiry Charts, primary language support

• Observation Charts

• Globes

• Super Scientist Awards

• Input Chart

• Shadow Stick Observation

• Science: Free Exploration using Picture File Cards

II. INPUT

• 10-2 lecture with primary language groups

• Graphic Organizer SOLAR SYSTEM with Earth orbit inset

• Primary language preview/review

• Narrative Input “Stuck in a Rut”

• Picture Cards, Picture File for key concepts

• Read Aloud

• Pictorial Input Chart, SEASONS

• Comparative Input Chart, Equinox/ Solstice

III. GUIDED ORAL PRACTIVE

• Personal Interactions

• Poetry, Chanting

• Choral reading

• T-graph for social skill: Cooperation

• Team Points

• Team Exploration

• Daily review and processing of charts

• Picture File Cards for science process skills

• Personal Interaction

• Sentence Patterning Chart/ Farmer-in-the-Dell

• Observation Charts

• Process Grid

• Reading and Writing

• Science: Direct Explorations

• Mind Maps

• Total Class Graphic Organizer

• Guided Imagery

• Farmer and the Dell (S.P.C.)

• Co-op Work-Numbered Heads

• Expert Groups

• Process Grid

IV. READING/WRITING

A. Total Class Modeling

• Story Mapping

• Letter of inquiry

• Cooperative Strip Paragraph – expository

• Narrative model

• Model writing process

• Poetry frames

• Primary language frames

• Group Frame

• Coop Strip Paragraph

• Pocket Poetry

• Found Poetry

• Flip Charts

• Strip Books

• Story Map

B. Small Group Practice – anything modeled by teacher

• Focused reading

• Ear-to-ear reading, team worksheet (news articles)

• Cooperative Strip Paragraph – reading

• Team Tasks

• Expert Groups: #1-4

• Flexible groupings for ELD reinforcement, primary language, reading instruction, skill reinforcement

• Team Big Book

C. Individual Use

• Reading/writing choices

• Individual tasks

• Cognitive Content Dictionary

• DEAR time, news articles

• Learning Logs

• Interactive Journal Writing

• Personal Inquiry

• Research Center

D. Writer’s workshop

• Mini-lessons

• Plan, share, write, revise, edit, publish

• Conferencing

• Author’s Chair

V. EXTENDED ACTIVITIES FOR INTEGRATION

• Role playing, Act out Narrative

• Oil pastels for Earth drawing

• Mural, Living Wall

• Design pamphlets to educate the public

• Design your own T shirt or bookmark

• Design posters to be displayed in local shops and markets

• Shadow stick science exploration

VI. CLOSURE

• Home School Connections

• Team Explorations

• Interactive Journals

• Learning Logs

• Chapter Test

• Student Generated Test

• Scientist’s Conference

• Personal Inquiry

• Portfolio Conferences

• Team Presentations of Projects

• Team Big Book

• Learning Logs

• Interest Pieces, news articles

• Process charts and inquiry

• Framed Letter Home

• Team Jeopardy

• Teacher/ Student Made Rubric

• Evaluate Week

• Process All Charts and Information

• Prediction/Reaction Guide

SAMPLE DAILY LESSON PLAN

DAY 1: (reminder: each day equals 1or 1 ½ weeks of instruction. Items in italics are strategies to do on a regular basis.)

FOCUS/MOTIVATION

• Literacy Awards – 3 Personal Standards

• Prediction/Reaction Guide

• Cognitive Content Dictionary

• Personal interaction: What season do you like? Why?

• Observation charts

• Inquiry Chart

• Big Book - Shared reading

• Portfolios

INPUT

• Graphic Organizer – Solar System with Earth Inset

10/2 Lecture with primary language groups

ELD review

Learning log

READING/WRITING/LANGUAGE ARTS

•Learning log entry:

-Give three examples from our solar system (TEXT)

-Wondering statement (YOU)

GUIDED ORAL PRACTICE

• T-graph - team points:

• Picture file card sort

▪ Free exploration

▪ -open = list, group, label

• Exploration Report

• Chants and poetry

INPUT

• Pictorial Input- Seasons

10/2 Lecture with primary language

ELD review

READING AND WRITING

• Learning log

Draw and label one season (TEXT)

What do you like to do during this season? (YOU)

• Interactive journal/ reading-writing center

- Writer's Workshop

- mini-lesson

- Plan, write, conference

- Author's Chair

• Flexible group reading

- Guided reading

- Team Tasks

CLOSURE

• Read aloud

• Re-read inquiry charts, poetry and input charts

• Home/School Connection

DAY 2: (reminder: each day equals 1or 1 ½ weeks of instruction. Items in italics are strategies to do on a regular basis.)

FOCUS/MOTIVATION

• 3 Personal Standards with Literacy Awards

• Signal Word - Cognitive Content Dictionary new word:

• Process Home School Connections – all share

• Review input with word cards and picture file cards–

• Read aloud

INPUT

• Narrative Input Chart – “Stuck in a Rut” original story by Laurie Bulson

-learning log

-ELD review

• Comparative Input Equinox/ Solstice

10/2 Lecture with primary language

ELD review

Learning log

GUIDED ORAL PRACTICE

• Chants/ Poetry- highlight, sketch, add picture file cards

• *Hands on Science: Earth and Sun Model

READING/WRITING/LANGUAGE ARTS

• Journals

• Writing Workshop

-mini lesson

-write

- Author's Chair

• Flexible grouping

- Expert Groups: flexible heterogeneous groups

-T-Graph: group points

- Team Tasks

- Team share

CLOSURE

• Read aloud

• Review charts

• Home/School Connection

DAY 3: (reminder: each day equals 1or 1 ½ weeks of instruction. Items in italics are strategies to do on a regular basis.)

FOCUS/MOTIVATION

• 3 Personal Standards

• Cognitive Content Dictionary “Stumper Word”- Student selected vocabulary

• Review Home School Connection group share

• Read aloud

• Highlight poetry- with word study with sketches and picture files

• Review narrative/ input with word cards/ conversation bubbles

GUIDED ORAL PRACTICE

• Chant “Here/ There”

• Sentence Patterning chart AKA(Farmer-in-the-Dell)

reading

trading game

Flip Chant

• Cognitive Exploration: Group Action Plan

Agree on an issue

Follow steps of the action plan

Develop plan for implantation

READING/ WRITNG

• Flexible groups

• Expert Groups

• Team tasks

• Team share

• Mind map

• Process Grid

• Coop Strip Paragraph

Respond, revise and edit

READING/WRITING

• Journals

• Writing Workshop

- mini-lesson, write, author's chair

CLOSURE

• Review charts

• Home/School Connection

DAY 4:(reminder: each day equals 1or 1 ½ weeks of instruction. Items in italics are strategies to do on a regular basis.)

FOCUS/MOTIVATION

• Cognitive Content Dictionary “Stumper Word”- Student selected vocabulary

• 3 Personal Standards Super “special” Scientist Award

• Act out narrative

• Story Map

• Chants

• Personal Interaction: “Why is the sun important to our world?”

INPUT

• Fictional story about Earth:

10/2 Lecture

ELD review

Learning log

GUIDED ORAL PRACTICE

• Chants

READING/WRITING/LANGUAGE ARTS

• Strip Book

• Read Aloud

• Learning Log

• Reading/Writing Workshop

• Flexible Group Reading

• Written (T-graph) Team Tasks oral evaluation and team share

- ELD review and ELD group frame

- Coop Strip Paragraph

- Struggling/emergent readers

- Team Tasks

• Reading/Writing Workshop

• Focused reading- read the walls with personal CCD/ Picture Dictionary

CLOSURE

• Poetry

• Home School Connection

• Team oral evaluation of T graph skill

DAY 5:(reminder: each day equals 1or 1 ½ weeks of instruction. Items in italics are strategies to do on a regular basis.)

FOCUS AND MODIVATION:

• Listen and sketch

• Process Home School Connection

READING AND WRITING

• DRTA

• Team writing workshop

-develop fictional character/ plot/ story steps

• Flexible groups

-struggling readers’ group frame

-reading with co-op strip paragraph/ struggling/ emergent readers

• Primary Language group frame

GUIDED ORAL PRACTICE

• Team task: evaluation

• Add to process grid

• Chants

•

READING/ WRITING

• Writing Workshop

-mini lesson

-write

- Author's Chair

• Ear to Ear Reading Poetry Book

• Read the Wall with Personal Cognitive Content Dictionary

• Strip book “in the winter I can….but I can not…..”

CLOSURE

• Team presentations: Share Team Big Book

• Process Inquiry Chart

• Framed Letter home

• Evaluation of Week

• Team Jeopardy or Family Feud

The Earth’s Relationship to the Sun

(Insert picture of real sun cut out in circular pattern)

BIG BOOK By Carla Carrizosa

The Earth’s relationship to the sun is important because…

(Insert Picture of an Equinox, fall and spring scene)

equinoxes occur.

In an equinox the Earth orbits at an equal distance from the sun causing the milder seasons of fall and spring.

The tilt of the Earth remains the same during an equinox.

The Earth’s relationship to the sun is important because….

(Insert picture of solstice, winter and summer scenes)

solstices occur, in which the Earth orbits at a farther or closer distance from the sun causing the extreme seasons of winter and summer.

The tilt of the Earth is also important during these extreme seasons, in winter the earth tilts away from the sun, and in summer it tilts towards the sun.

The Earth’s relationship to the sun is important because….

(Insert picture of a shadow a long and short)

it causes shadows to occur.

The sun causes many objects to have shadows and at certain times of the day, when the sun is at certain heights, the length of shadows changes.

The shortest shadow is at lunchtime when the sun is overhead.

The length of a shadow will be significantly longer in winter and shortest in the summer.

The Earth’s relationship to the sun is important because….

(Insert picture of a real sun)

it gives the Earth energy.

It gives the Earth geothermal, radiation, solar, and photosynthetic energy.

The Earth’s relationship to the sun is important because….

(Insert picture of dark snowy scene and sunny)

it gives sunshine that helps humans and all other life forms in many ways, and without it we would have no life on Earth.

The Earth’s relationship to the sun is important because….

(Insert picture of fruits and vegetables)

it gives plants energy to grow green and produce fruit and vegetables through photosynthesis.

Big Picture By Carla Carrizosa and Auburn Team

Title: Solar System and Earth Orbit Inset

Solar System Lecture Notes

1. (Orange) The Sun:

• Huge fireball

• Midsized yellow star

• Made of hydrogen, helium, and metals

• Rays provide energy, heat and light

2. (Blue) Outer Planets:

• Furthest planets from the sun

• Made of liquid and gases

• Most have rings or moons

• Most are of large size

• No hard surface they are soft

• Planets

o Neptune, Uranus, Saturn, Jupiter

• Dwarf Planets

o Ceres, Eris, Pluto, Makemake (optional in Kuiper Belt), Haumea (optional in Kuiper Belt)

3. (Red) Inner Planets:

• Closest to the sun

• Composed of solid rock, gases, and metal

• Smaller in size

• Fewer or no moons

• Warmer temperatures than outer planets

• Planets

o Mars, Earth, Venus, Mercury

o

4. (Black) Important Elements:

• Kuiper Belt

o Large belt of comets

• Comet

o Rock

o Ice

o Frozen gases

• Astroid Belt

o Space

o Rocks

5. Inset (Green Earth) (Orange Sun)

• Sun in the center = orange

• Summer -Earth with left tilt line towards the sun = In summer Earth’s tilt is towards the sun, which makes for extreme temperatures on the Earth known as a Summer Solstice

• Fall- In fall the Earth is at an equal distance, which makes for mild temperatures know as an Autumnal Equinox

• Winter- Earth with tilt line towards away from the sun = In summer Earth’s tilt is away from the sun, which makes for extreme temperatures on the Earth known as a Winter Solstice

• Spring-In fall the Earth is at an equal distance, which makes for mild temperatures know as an Vernal Equinox

Original Pictorial By Carla Carrizossa and Peter Lamb

Title: Seasons Pictorial

Seasons” Pictorial Lecture Notes

Fall

Also called “autumn”

This season goes from mid-September to mid-December

The first day of autumn is also called the autumnal equinox

On the autumnal equinox (9/23/11), the day and night are equal length.

After the autumnal equinox, the nights begin to get longer than the days.

Because we have less sunlight, the weather is cooler.

The average temperature in western Washington is 55 degrees Fahrenheit.

There is usually a lot of rainfall during this season.

We also experience wind and fog.

Winter

This season goes from mid-December to mid-March.

The first day of winter is also called the winter solstice (12/22/11). It is the longest night of the year.

During this season, our part of the earth (northern hemisphere) is tilted away from the sun.

The nights are very long and the days are very short.

The weather is cold.

The average temperature in western Washington is 42 degrees Fahrenheit.

There continues to be a lot of rain during this season.

We also usually get some snow, or snow and rain mixed together, which is called sleet.

Spring

This season goes from mid-March to Mid-June.

The first day of spring is called the spring equinox.

On the spring equinox (3/20/12), the days and nights are once again equal length.

After the spring equinox, the days begin to get longer than the nights.

The weather gets warmer again.

The average temperature in western Washington is 66 degrees Fahrenheit.

Although there is still a lot of rain, we typically see the sun more often.

Summer

This season goes from mid-June to mid-September.

The first day of summer is called the summer solstice (6/20/12). It is the longest day (shortest night).

During this season, our part of the earth is tilted toward the sun.

The days are long and the nights are short.

Because we have more sunlight, the weather is often warm.

The average temperature in western Washington is 73 degrees Fahrenheit.

This season has the most sunny days and the least rainfall.

Original Comparative Input by Carla. Carrizossa, and Auburn Team

Title: Solstice/ Equinox

Stuck in a Rut

Narrative for the Sun’s Relationship to the Earth

By Laurie Bulson

Once upon a time that never really happened; there was a very dusty family from the Planet Stuckinarut. Stuckinarut was a former planet that had been knocked out of its Sun’s orbit by a giant meteorite. It was so small and far away from everything that it neither rotated nor orbited around a sun. The drab, cold, gray and dusty planet just drifted between galaxies. Because it had no sun to orbit, it did not have seasons, solstices, or equinoxes and nothing grew.

The Mom of this family thought, “We are stuck in Stuckinarut. We need to get the kids out and see how other parts of the universe live.”

So they loaded the kids up in their family spaceship and took off to explore. They traveled at the speed of light through a wormhole left by the Star Trek filming crew and in no time found themselves hovering over the most beautiful planet they had ever seen.

“Look children! Look how beautiful that planet is. It is so blue. Which one is it?” Mom asked.

“Hmmmm let me see,” Dad thought hard. We are in the Milky Way Galaxy, there is the sun, and it is the third planet in from the sun. I do believe it is Earth. Earth is mostly water; I think that is why it is so blue.”

“Shall we go explore?” Asked Dad?

“Yes, Yes!” They all enthusiastically agreed.

Dad set the coordinates, and began the descent into Earth’s atmosphere. So as not to cause too much excitement and worry among the humans, he decided to descend into a cloud bank. BANG! CRASH! RIP! Suddenly the spaceship came to a stop. Dad looked a little worried as he noticed a large piece of metal had entered the spaceship. The clouds parted and they saw that they had become impaled on top of the space needle. The little family from Stuckinarut was now “Stuck in Seattle”. But what a view! They could see for miles in every direction.

“Children, this planet is different from ours,” Mom said, “THE EARTH REVOLVES DAY BY DAY AROUND THE SUN MAKING SEASONS CHANGE.”

According to my calculations,” Mom said, “It is The Vernal Equinox, or as they say on Earth, springtime, when the sun hits both sides of the equator equally. It is about 66 degrees and very windy. They noticed many people down below in cars with the windshield wipers going and people running around with colorful umbrellas. Once the rain cleared up, they saw the children running and jumping in the rain puddles in their colorful boots, picking flowers, and flying kites.

“Awe mom, can we go and jump in the puddles too? Can we, can we?” Mom was horrified. “What? And wash off all your beautiful dust? Besides, we are stuck up here until your dad figures out how to get us out of here.” And stuck they were. Day after day passed, as they sat and watched the Seattlites going about their daily routines. It started to get sunnier and warmer, people were wearing less clothes because it was warmer. Even their spaceship was warming up. Mom said,”THE EARTH REVOLVES DAY BY DAY, AROUND THE SUN, MAKING SEASONS CHANGE.” They looked down and saw children playing at the beach and playing at the park.

“Ah children, it is June 21st, and the earth has orbited in such a way that our part of the earth is tilted toward the sun. This is called Summer! The children, out of school for summer vacation, were playing soccer on the dry brown grass. “Mom, can we have a vacation too?”

“Uh, we ARE on a vacation, remember?” “Oh yeah, they groaned. “Until Dad figures out how to get us unstuck.”

Again, day after day passed and it started to get colder as the temperatures dropped into the 50’s and 60’s. It began raining again. Windshield wipers were going and umbrellas were out in full force. Once again the people were bundled up in their sweaters and coats. Mom said, “THE EARTH REVOLVES DAY BY DAY, AROUND THE SUN, MAKING SEASONS CHANGE.”

“Earth is going through another seasonal change because of the earth orbiting the sun. Right now, just like in the springtime, the sun is hitting both sides of the equator equally. However, because our part of the earth is now tilting a little further away from the sun each day, it is getting colder instead of warmer. This is called Autumn or Fall or the Autumnal Equinox. Look…the children are going back to school.”

“We want to go back to school too!” the children cried and pleaded.

“ Just as soon as…”

“We know, we know. “They groaned, “As soon as Dad gets us unstuck from the space needle.”

It was rainy and windy and grey. It was so grey; they started to get homesick for Stuckinarut. It got colder and colder. They started to notice the people were putting up colorful lights. It was December 21st the beginning of the Winter Solstice and the Holiday seasons. Snow was falling all around, and the children were making snowmen. THE EARTH REVOLVES DAY BY DAY AROUND THE SUN MAKING SEASONS CHANGE.

“WE WANT TO GO HOME and make dustmen.” The children cried.

Dad felt terrible that he was still not able to get them unstuck. Ten more days passed and it was December 31st, New Years Eve. At midnight hundreds of people came out of nowhere and gathered underneath the Space Needle. They were smiling, laughing and waving up at the little family from Stuckinarut. All of the sudden, there were colorful explosions everywhere. The spaceship was lifted off the space needle and hurled into Space by the force of the fireworks.

“Wow what a sendoff!” They exclaimed! “It took them awhile, but those earthlings came through for us”.

The family made it back home to their cozy but drab little planet, thankful for the fun experience of the four seasons on earth. But as we all know, there is no place like home even if we are stuck in a rut.

These are the pictures I used for the Stuckinarut narrative:

The spaceship with aliens was from Mr.Crayon.



It is free to print and looks like this above. Print many of these in various sizes. You will put one on each of the pictures.

A picture of the space needle:

Make four of these on 8.5 x 14 paper. Use each one of these to represent the seasons and add pictures clustered at the bottom to represent the season and the text of the narrative. Also glue a small picture of the alien spaceship impaled at the top of the needle. We also added a diagram of the earths position to the sun at that season near the top.

space needle with fireworks



Picture of the moon to represent the dusty gray planet of stuckinarut:

glue a spaceship on the planet.

Space needle in the fog. Glue the spaceship on the needle.



Planet earth. Have the spaceship hover over it while you laminate and it will look like it is hovering if you cut it out that way.



Sofia and Her Shadow

By Carla Carrizosa

Copyright permission to use these images granted by Laurie Bulson, Heather Burtts, Carla Carrizosa, Peter Lamb

p.1 It was a warm spring day when Sofia was awakened by the sound of her mother’s voice, “Sofia, levantate wake-up it is time to get ready for school,” she said. Sofia could see the early morning light illuminating her room. There was no need to turn on the lamp in her room because the illumination from the morning sun was enough to light up her whole room.

p. 2 Sofia wondered about whether or not her father needed to turn on lights this morning when he got up for work. Her father left every morning at dawn to make bread at the family bakery. Many times she was awaken by the car starting up, but not this morning, she slept right through it.

p. 3 Sofia quickly got ready for school and out the door by 8:11, she looked at the digital clock on the wall and she remembered what Mrs. _______ ‘s lesson how a digital clock is an example of light energy called electroluminescence. She kissed her mother and said, “Adios, mama” and ran out the door, she could not be late today.

p. 4 As she walked to school she could see her shadow. It appeared to be walking along side her, the shadow was short but it was there. Sofia remembered when Mrs. ________ said that a shadow would change either longer or shorter depending on how earth orbited around the sun. Sofia thought of doing a scientific investigation because as Mrs. ______ says all good scientists try to prove their hypothesis and she said, “Today, I would prove that a shadow changes during the day.” Sofia was determined to be a Super Scientist and write all her observations for the day.

p. 5 When Sofia got to school she began to write her notes:

8:11-8:30 – morning, short shadow, sun rising to the east, some clouds in the sky, illumination from visible light energy, moon not visible.

p. 6 At lunch she wrote her observation again:

12:00- noon- no shadow-sun directly above, illumination from visible light outside, inside from incandescent lighting, moon not yet visible.

p.7 After school Sofia wrote:

3:20 – afternoon- shadow appears longer, sun coming down to the west, illumination from visible light, thermal heat. Sofia remembered Mrs. _____’s lesson on the heat energy the sun produces; the heat coming from the sidewalk is radiant heat. Sofia knew it was true because on this hot day she could feel the radiant heat from the sidewalk coming through her shoes and making her feet hot she said, “This radiant heat his making my feet hot.” The moon was still not visible.

p.8 Time for bed

7:00-8:00 dusk- sun set to the west- no time to check shadow, predict it will be long and skinny, illumination form visible light minimal incandescent light energy needed, heat energy from the sun fading, moon somewhat visible, extraordinary.

p.9 Sofia got ready for bed; she brushed her teeth and took one more look outside. She could see the moon shining bright and the stars twinkling. She watched as two little fireflies passed by using their light energy in bioluminescence from. She also knew that the heat coming from her body made inferred energy. “Wow,” she thought, “I live in an amazing world.”

POETRY

BOOKLET

Seasonal Impact of the Sun in Washington State

Name: _________________________

METEOROLOGISTS

Meteorologists here, meteorologists there

Meteorologists, meteorologists everywhere.

Intelligent meteorologists forecasting.

Fascinated meteorologists observing.

Educated meteorologists teaching.

And brave meteorologists researching.

Meteorologists in television stations,

Meteorologists next to tornados,

Meteorologists throughout little airport towers.

Meteorologists here, meteorologists there

Meteorologists, meteorologists everywhere.

Meteorologists! Meteorologists! meteorologists!

By L. Bulson 2011

SUNSHINE

Sunshine here, sunshine there

Sunshine, sunshine everywhere.

Radiant sunshine beaming

Radioactive sunshine heating

Bright sunshine burning

Cheerful sunshine glowing

Warm sunshine on my shoulders

Less sunshine in the winter

Glowing sunshine through the trees

Heating sunshine warming the Earth’s surface

Sunshine here sunshine there

Sunshine, sunshine everywhere

Sunshine! Sunshine! Sunshine!

By H. Burtts 2011

SCIENTIST BUGALOO!

I’m a scientist and I’m here to say

I study all sorts of things that’s ok.

Sometimes I write a paper, sometimes I read a book

But usually, I go and take a look

Land, weather, people too

Doing the scientist Bugaloo!

There is one sun for our solar system so I’m told

The planets orbit it, oh they are old!

We know our Earth, but did you know,

It’s big blue and our home, no?

Land, weather, people too

Doing the scientist Bugaloo!

Continents, oceans, people too

Clouds, wind, weather its for you

Next time you study all sorts of things it’s true

You’re doing the scientist Bugaloo!

Land, weather, people too

Doing the scientist Bugaloo

By H. Burrts and P. Lamb 2011

YES, MA'AM

Is this the winter solstice? Yes Ma’am

Is this the winter solstice? Yes Ma’am

How do you know? Begins December 21st

How do you know? Ends March 20th

Give me some examples. Rain, wind, snow

Give me some examples. Hats, scarves, gloves

Is this the vernal Equinox Yes ma’am

Is this the vernal Equinox Yes ma’am

How do you know? Begins March 21st

How do you know? Ends June 20th

Give me some examples. Light rain and windy

Give me some examples. Rain coats, boots and umbrellas

Is this the summer solstice Yes Ma’am

Is this the summer solstice Yes Ma’am

How do you know? Begins June 21st

How do you know? Ends September 20th

Give me some examples. Sunny and warmer

Give me some examples. Shorts, sandals and sunglasses

Is this the autumnal equinox? Yes Ma’am

Is this the autumnal equinox? Yes Ma’am

How do you know? Begins September 21st

How do you know? Ends December 20th

Give me some examples. Rain, wind, fog, flood

Give me some examples. Heavy sweaters, jackets and hats

And are you through? Yes ma’am

Did you tell me true? Yes ma’am

What did you chant? Solstice!

What did you chant? Equinox!

By H. Burtts and Auburn Team 2011

MARINE CADENCE

We just know what we’ve been told

The sun’s energy is worth it’s weight in gold.

Studying sunshine here and there,

Learning about the sun everywhere.

Sound off- sunshine

Sound off-sunshine

Sound off -1-2-3-4- “I’m HOT!”

Sunshine heats the earth, land and oceans

Causing weather to make a commotion

On the land floods we fear

They fill our homes with water everywhere.

Sound off-heat

Sound off- oceans

Sound off- 1-2-3-4 HIGHER GROUND!

Too much sunshine almost the same

Heats – and dries with a different name

The difference is quite plain to see

Sunshine heats the land and dries the trees

Sound off-Drought

Sound off-famine

Sound off- 1-2-3-4- HEAT WAVE!

By H. Burtts and Auburn Team 2011

Autumn

I know about autumn

The cold crisp autumn

The cold crisp autumn

I know about autumn

Longer nights, shorter days

Rain, rain go-away

Apples on the tree

Leaves no longer green

I know about autumn

The cold crisp autumn

The cold crisp autumn

Who brings harvest once a year

Adapted by H.Burtts 2011

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SEASONS CHANT

Seasons here, Seasons there

Seasons, seasons everywhere

Crisp fall season raining

Cold winter season snowing

Damp spring season showering

Humid summer season warming

Seasons here, Seasons there

Seasons, seasons, everywhere

Fall season students go back to school

Winter season we hope for snow

Spring season rain turns everything green

Summer season we play and run in the sun

Seasons here, Seasons there

Seasons, seasons everywhere

SEASONS! SEASONS! SEASONS!

By H. Burtts

Chant

Hello, my name is Joe and I work in a observatory

I have a wife, two kids and a dog.

One day my boss said to me,

"Are you busy Joe?"

I said "No."

"Then push this button with your right hand!"

2nd chorus..... "Then push this button with your left hand!"

3rd chorus..... "Then push this button with your right foot!"

4th chorus..... "Then push this button with your left foot!"

5th chorus..... "Then push this button with your head!"

Last verse ends:

One day my boss said to me,

"Are you busy Joe?"

I said "Yes!!!"

Adapted by H. Burtts

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Date:__________________

Dear Parents,

This week, we studied about ___________________________________________________

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|One interesting thing I learned was |Two interesting words I encountered were |

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|My favorite activity was |One question I still have is |

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I participated in a positive way

( All of the time ( Most of the time ( Some of the time

English

Project GLAD

SUN AND SEASONS UNIT

#1

Home/School Connection

Together with your parents, sketch or write to describe one or two holidays or traditions your family observes during each season.

|Fall |Winter |

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|Spring |Summer |

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Parent Signature _____________________________ Date _________________________________

Student Signature____________________________ Date__________________________________

English

Project GLAD

SUN AND SEASONS UNIT

#2

Home/School Connection

Discuss with your parents, what it might look like outside your house during each season. Make a sketch or write of each one.

|Fall |Winter |

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|Spring |Summer |

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Parent Signature _____________________________ Date _________________________________

Student Signature____________________________ Date__________________________________

English

Project GLAD

SUN AND SEASONS UNIT

#3

Home/School Connection

Together with your parents, conduct the following experiment and record your observations:

1. On a sunny day, just after you get home, find the shadow of a stationary object near your home. It could be the shadow of a tree, a fence post, house, etc.

2. Using a piece of chalk, trace the end or edge of the shadow.

3. Come back one hour later and trace the end or edge of the same shadow.

4. Sketch or write your observations about how the shadow changed.

5. Discuss with your parents: How did the shadow change? Why?

|What object’s shadow did you observe? |How did the shadow change over time? |Why do you think these changes occurred? |

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Parent Signature _____________________________ Date _________________________________

Student Signature____________________________ Date__________________________________

English

Project GLAD

SUN AND SEASONS UNIT

#4

Home/School Connection

Together with your parents, chose one animal and one plant that we can find in Auburn. Discuss how each one changes from Fall/Winter to Spring/Summer. Sketch or write these changes.

| |What it looks like in Fall/Winter |What it looks like in Spring/Summer |

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Parent Signature _____________________________ Date _________________________________

Student Signature____________________________ Date__________________________________

Spanish

Projecto GLAD

Unidad del Sol y Estaciones

#1

Connecion Familiar/y Escolar

Con tus padres dibuja o escribe sobre unos dias festivos o tradiciones que to familia participa durante las epocas estacionalas específicas que se encuentran escritas en los cuadros de abajo.

|Otono |Hibierno |

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|Primavera |Verno |

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Firma de padres _____________________________ Fecha _________________________________

Firma del estudiante____________________________ Fecha__________________________________

Spanish

Projecto GLAD

Unidad del Sol y Estaciones

#2

Connecion Familiar/y Escolar

Habla con tus padres acerca del clima que ves afuera de tu casa. Has un dibujo de cada estacion.

|Otono |Hibierno |

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|Primavera |Verano |

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Firma de padres _____________________________ Fecha _________________________________

Firma del estudiante____________________________ Fecha__________________________________

Spanish

Projecto GLAD

Unidad del Sol y Estaciones

#3

Connecion Familiar/y Escolar

Con tus padres have un experimento y escribe tus observaciones:

1. En un dia con sol encuentra la sobra de algo estacionario ejemplo un arbol, cerco etc.

2. Sigue la forma de la sombra con un his.

3. Develve una hora despuse y fijate si la sombra ha combiado de posision.

4. Escribe o dibuja tus obervaciones.

5. Habla acerca de lo que obervastes. Combio la sombra de posision? Porque?

|Que observastes? (un arbol, cerco) |Como cambio la sombra atraves del dia? |Porque ocuriron estos cambios? |

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Firma de padres _____________________________ Fecha _________________________________

Firma del estudiante____________________________ Fecha__________________________________

Spanish

Projecto GLAD

Unidad del Sol y Estaciones

#4

Connecion Familiar/y Escolar

Con tus padres escoje un animal o una planta que puedes encontrar en Auburn. Hablen de como cambia en el otono y hibierno a la primavera y verano. Dibuja o describe en palabras los cambios.

| |Como se ve en el otono y hibierno |Como se ve en la primavera y verano |

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Firma de padres _____________________________ Fecha _________________________________

Firma del estudiante____________________________ Fecha__________________________________

Russian

ПРОЕКТ #1

СЕЗОНЫ ГОДА И СОЛНЦЕ

СВЯЗЬ ШКОЛЫ И ДОМА

Вместе с вашими родителями, нарисуйте или опишите один из праздников или традиций, которые ваша семья отмечает в каждый сезон года.

|Осень |Зима |

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|Весна |Лето |

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Подпись родителей _____________________________ Дата ____________________________

Подпись студента____________________________ Дата__________________________________

Russian

ПРОЕКТ

#2

СЕЗОНЫ ГОДА И СОЛНЦЕ

СВЯЗЬ ШКОЛЫ И ДОМА

Обсудите с родителями какая погода стоит за окном вашего дома в каждый сезон года. Нарисуйте погоду в каждом сезоне.

|Осень |Зима |

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|Весна |Лето |

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Подпись родителей _____________________________ Дата _________________________________

Подпись студента____________________________ Дата__________________________________

Russian

ПРОЕКТ

#3

СЕЗОНЫ ГОДА И СОЛНЦЕ

СВЯЗЬ ШКОЛЫ И ДОМА

Вместе с родителями, проведите следующий эксперимент и запишите ваши наблюдения.

1. В солнечный день, после того как вы пришли домой, найдите тень от какого-нибудь неподвижного объекта. Это может быть тень от дерева, столба от забора, дома и т.д.

2. Используя кусочек мела, обведите тень.

3. Вернитесь на тоже место через час и снова обведите тень.

4. Запишите и нарисуйте ваше наблюдение о том как изменилась тень.

5. Обсудите с вашими родителями: Как изменилась тень? Почему?

|За тенью какого объекта вы наблюдали? |Как тень изменилась с течением времени? |Как вы думаете почему произошли такие |

| | |измененния с тенью? |

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Подпись родителей _____________________________ Дата _________________________________

Подпись студента____________________________ Дата__________________________________

Russian

ПРОЕКТ

#4

СЕЗОНЫ ГОДА И СОЛНЦЕ

СВЯЗЬ ШКОЛЫ И ДОМА

Вместе с вашими родителями выберите одно животное и одно растение, которое можно найти в Аубурне. Обсудите как они меняются в период с осени/зимы на весну/лето. Опишите и нарисуйте эти изменения.

| |Как оно выглядит осенью/ зимой |Как оно выглядит весной/ летом |

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Подпись родителей _____________________________ Дата _________________________________

Подпись студента____________________________ Дата__________________________________

Vietnamese

Dự Án “VUI”

MẶT TRỜI Và BỐN MÙA TRONG NĂM

#1

Mối Quan Hệ Giữa Gia Đình và Trường Học

Cùng với Ba Mẹ em, hãy vẽ hoặc diễn tả một hoặc hai ngày lễ nghỉ hay phong tục tập quán của gia đình em thường làm trong mỗi mùa, hàng năm.

|Mùa Thu (Fall) |Mùa Đông (Winter) |

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|Mùa Xuân (Spring) |Mùa Hạ (Summer) |

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Tên Phụ Huynh _____________________________ Ngày ______________________

Tên Học Sinh _____________________________ Ngày _______________________

Project GLAD

SUN AND SEASONS UNIT

Vietnamese

Dự Án “VUI”

MẶT TRỜI Và BỐN MÙA TRONG NĂM

#2

Mối Quan Hệ Giữa Gia Đình và Trường Học

Qua ý kiến với Ba Mẹ, em thấy quang cảnh bên ngòai của mỗi mùa trong năm ra sao.

Vẽ một quang cảnh tiêu biểu cho mỗi mùa (Xuân, Hạ, Thu, Đông).

|Mùa Thu (Fall) |Mùa Đông (Winter) |

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|Mùa Xuân (Spring) |Mùa Hạ (Summer) |

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Tên Phụ Huynh _____________________________ Ngày ______________________

Tên Học Sinh _____________________________ Ngày_______________________

Vietnamese

Dự Án “VUI”

MẶT TRỜI Và BỐN MÙA TRONG NĂM

#3

Mối Quan Hệ Giữa Gia Đình và Trường Học

Cùng với Ba Mẹ, em hãy thực hiện cuộc thử nghiệm sau đây và ghi lại những điều mà em vừa thấy.

6. Trong một ngày nắng đẹp, ngay khi mới về tới nhà, em tìm bóng của một vật (không di chuyển) ở gần nhà. Thí dụ như bóng cây, bóng cột hàng rào, bóng nhà, v.v.

7. Dùng cục phấn hoặc một vật cứng, vẽ (trên đất) viền chung quanh cái bóng của vật này.

8. Sau một giờ (đồng hồ), trở lại và vẽ viền chung quanh cái bóng mới của vật này.

9. Em vẽ hoặc viết xuống để giải thích sự thay đổi của cái bóng, mà em mới theo dõi.

10. Qua ý kiến Ba Mẹ em: Thấy cái bóng đã thay đổi thế nào? Và tại sao?

|Cái bóng của vật gì mà em đã theo dõi? |Cái bóng của vật mà em theo dõi, đã thay đổi như |Tại sao em nghĩ có sự thay đổi này xẩy ra? |

| |thế nào? | |

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Tên Phụ Huynh _____________________________ Ngày ______________________

Tên Học Sinh _____________________________ Ngày_______________________

Vietnamese

Dự Án “VUI”

MẶT TRỜI Và BỐN MÙA TRONG NĂM

#4

Mối Quan Hệ Giữa Gia Đình và Trường Học

Cùng với Ba Mẹ em, hãy chọn một loài vật và một lọai cây mà chúng ta thấy ở Auburn.

Để ý xem sự thay đổi của loài vật này và lọai cây này trong hai mùa Thu-Đông và trong hai mùa Xuân-Hạ.

Em hãy vẽ hoặc viết xuống để giải thích những sự thay đổi này.

| |Thấy chúng ra sao trong hai mùa Thu-Đông |Thấy chúng ra sao trong hai mùa Xuân-Hạ |

|Loài vật: | | |

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|Lọai cây: | | |

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Tên Phụ Huynh _____________________________ Ngày ______________________

Tên Học Sinh _____________________________ Ngày_______________________

Marshallese

Project GLAD

Alim Teren Ibben Dron #1

Mweo/Jukul Rekoba

Kobalok ibben ro jinem in jomom, pijaik ak kwalok karkar in juon ak ruo holiday ko ak ran ko relap nan manit ko ad im pamle ko kajojo jej kantieg I ilo terre otemjej.

|Aňemeaň |aňeneaň |

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|Aňenrak |Aňenrak |

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Eltan beim jinen im jemen _____________________________ Ran__________________________

Eltan beim rrjukul ___________________________________ Ran___________________________

Marshallese

Project GLAD

Alim Teren Ibben Dron #2

Mweo/Jukul Rekoba

Kenono kake ibben jinem im jomom, ta naj jikjik in nabwij in mweo imom ilo ien rak otemjej. Komman juon pijoak men eo ej kwalok karrak in men kein.

|Aňeneaň |Aňeneaň |

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|Aňenrak |Aňenrak |

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Parent Signature _Eltan bein jinen im jemen____________________________ Ran_______________

Eltan beim rijukul__________________________________________________ Ran______________

Marshallese

Project GLAD

Al Im Teren Ibben Dron #3

Mweo/Jukul Rekoba

Kobalok ibben ro jinem imjomom, kwalok ken ekkatak keinim likit ilojeje ta ko kom ear katak kakir:

1. Ilo jwon ran erret jilonlon, elikin wot am rol ňan mweo, kolo jum annaň in men eo ejjab makitkit iturin mweo mam. Emaron in kar annaň in wejke, ak worwor. Em, ak men ko jet.

2. Kojerbal juan chalk, nan bikwot, jomlak in ak jabbon annaň eo.

3. Roltok elikan juon awa im bikot jomlok in ak jabbon ejja annoň eo wot.

4. Jeak dija ik ekkatakeo am ken elakian an annaň eo karoktak.

5. Kenono kake ibben jinemim jimmom: ekkejkan an annaň eo oktak? Etke?

|Ta annaň in men eo kwar loe? |Ekkejkan an annaň eo oktak ien otemjej? |Etke kwoj lemoak oktak kein rej walok? |

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Eltan bein jinen im jiemen _____________________________ Ran__________________________

Eltan bein rijukul ____________________________________ Ran __________________________

Marshallese

Project GLAD

Alim Teren Ibben Dron #4

Mweo/Jukal Rekoba

Kobulok ibben ro jinen im jemen, kelet juon men in mour im juon men in errek eo jomaron loe ilo

Auburn. Kenono kake ekejkan an kajojo oktak jan aňeneaň nan aňenrak. Kemlele ik ak bijaik oktakko.

| |Eowi jikjikin ilo ien Aňeneaň |Eowi jikjikin ilo ien Aňenrak |

|Menim mour | | |

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|Keinekkan | | |

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Eltan beim jenen im jemen _____________________________ Ran ____________

Elton bein rijukul_____________________________________ Ran_____________

Expert Group

Vine Maple; Northwest Native Plant

Fall The leaves of the vine maple change color because of chemical formulas in their leaves.Leaves might turn amber, gold, red, orange or just fade from green to brown. Many people believe that cooler temperatures are the cause of color change, but that is not the cause at all. As the days grow shorter and the nights longer, a chemical clock inside the trees starts up, which slows the sap in each leaf. As fall progresses, the sap flow slows and chlorophyll, the chemical that gives the leaves their green color disappears. The sap becomes more hard as it dries, creating the colors of fall.

Winter During the winter the vine maple is dormant. (not growing, “asleep”) It has smooth bark of mottled grey and white that improves with age. Vine maples have winged nutlets that stay on the limbs into the winter. The nutlets are winter meals for squirrels, chickadees and nuthatches. Pruning, or cutting branches is done in the winter.

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Spring – During the months of spring the vine maple moves into the flowering stage and begin growing. Starting with hanging, red flower clusters. Then changing to brown winged nutlets. Deciduous leave unfold coving the tree. Chlorophyll is the chemical that gives the leaves their green in the spring and summer.

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Summer –The vine maple is coved with green deciduous leaves. Wildlife seek the tree for the seeds and buds that provide food for squirrels, chipmunks and birds. During the summer months the leaves and twigs are a preferred food of black-tailed deer and elk. The vine maple can withstand extreme heat and full sun but also does well in shade. Branches “vine” upward seeking light.



Expert Group

Black Bears

Winter- Black bears go into a cave or dig a hole under tree roots to find a place to sleep. This is called a den. The bears fall into torpor, a deep sleep. Bears can be in torpor for months without eating, drinking or urinating. (They can awaken easily, so they do not really hibernate.) Their thick fur keeps them warm and they don’t eat, but instead live off their body fat. If the mother bear is pregnant, she will give birth to her cubs around January while she is asleep.

Spring- The black bear is skinny, using up all of its fat during winter. The bear wakes hungry and grouchy then begins to look for food. The plants are still dormant and have not grown, so it mostly eats small animals. As the leaves begin to sprout, black bears will eat mostly leaves. Their thick shiny fur begins to shed as the weather gets warmer. Mother bears take care of their cubs teaching them to find food.

Summer- The black bears diet changes to fishing and berry hunting. Because of warmer temperatures the bear’s coat is thin. During this time the male and female bears will mate, but the male (or the father bear) only stays around for a few days.

Fall- The black bear prepares for winter. Its fur grows in very thick and shiny. The bear eats and eats and eats to build up its fat stores. Eating apples, wild grapes and nuts like acorns. If the bear cannot find enough food, it will go around humans and into trash cans.



Expert Group Shadows

Winter –During the winter months of December through March the shadows cast on the earth from the sun are the most dramatic; the rays of the sun are the furthest. The sun is found closest to the equator from the horizon. Shadows are the largest or longest during the winter months. The Northern hemisphere is tilted away from the sun causing the least amount of sunlight.

Spring -During the spring months of March through June the rays of the sun are mid range. Shadows are mid-sized. The sun is found in the middle position. The earth is equal distance from the sun and the tilt is not too far or too close to the sun.

Summer -It is during the summer months of June through September, that the sun’s rays move in a high arc. The sun is found farthest to the equator from the horizon. Shadows are the shortest or smallest during the summer months.

Fall or Autumn -During the autumn months of September through December the sun moves in a low arc at midrange like in the springtime. Shadows are mid-sized. The sun is found in the middle position. The earth is equal distance from the sun and the tilt is not too far or too close to the sun.

Expert Group Energy

Winter –In the winter months solar energy is the lowest. Photosynthetic energy, or energy that plants use to grow is the lowest causing them to go dormant. A kind of plant sleep. The lowest amounts of radiation energy, the sun’s energy, enters earth’s air space. Humans use the most electricity for lighting and heat.

Spring - In the winter months solar energy is higher. Photosynthetic energy for plants is increasing causing them to bloom and flourish. The amounts of radiation energy from the sun entering earth’s atmosphere is increasing. Human are using the lower amounts of electric energy for lighting and heat.

Summer - In the summer months solar energy is the highest. Photosynthetic energy for plants is the highest. The highest amounts of sun energy, radiation, enters earth’s atmosphere. Humans use the lower amounts of electrical energy for lighting due to the increase sunlight outside. (*However in some areas people depend on air conditioning to adapt to the high temperatures outside. This increases electricity usage.)

Fall - In the winter months solar energy is decreasing. Photosynthetic energy for plants decreases causing them to begin the dormant process. The amount of radiation energy from the sun entering the earth’s atmosphere is decreasing. Human are beginning to use more energy from electricity for lighting and heat energy.

[pic]

|Seasonal Impact of the Sun in W. |Winter |Spring |Summer |Fall | |

|Washington | | | | | |

|Definition/Weather |Winter Solstice |Vernal Equinox |Summer Solstice |Autumnal Equinox | |

| |Begins Dec 21- Ends March 20th |Begins March 21st -June 20th Called |Begins June 21- Sept 20th Earth's |Begins Sept 21- Dec. 20 Called Equinox | |

| |Earth's tilt least inclined |Equinox due to earth equal distance from |tilt most inclined to the sun Average|due to earth equal distance from the sun| |

| |towards the sun Average |the sun Average temperature 66 degrees. |temperature 76 degrees, cool, sunny &|Average temperature 55 degree. Rainy, | |

| |temperature 40 degrees, Rainy, |Warming up, Light rain and windy, flooding|warmer, lighter rain and afternoon |windy, foggy, snowy at times, flooding, | |

| |windy, foggy, snowy (snowpack), |from snow melt. Clothing: Lighter weight |showers, Clothing: shorts, |Clothing: Heavy sweaters, jackets, | |

| |flooding,. |when warmer, use umbrellas if not too |sundresses, sandals, and sunglasses |coats, pants, hats, scarves, and gloves | |

| |Clothing: Heavy sweaters, |windy | | | |

| |jackets, coats, pants, hats, | | | | |

| |scarves, and gloves | | | | |

|Plants Lifecycle |Plant is dormant best time to |Small blossoms and leaves uncurl. Food |Does well in full sun but can also |Leaves change color are bright orange, | |

|Vine Maple |prune; or cut limbs |source for birds and squirrels |grow in shade. Limbs vine upward |red, yellow and brown. Because of | |

| | | |seeking sunlight |shorter days, not the weather. | |

|Animal Lifecycle |Retreat to den. |Out of torpor, or deep sleep, search for | Offspring growing, looking for food,|Preparing for winter by eating more | |

|Black Bear |Go into torpor-deep sleep |food and care of babies. |Storing up for fall and winter months|(wild fruits, nuts) | |

| |Months without food or | |to increase body fat for hibernation,|Finding shelter. | |

| |drink—live off stored fat | |fur sheds |Fur grows thick | |

| |Pregnant females give birth | | | | |

| |while asleep | | | | |

|Shadows |Sun moves in low arc, shadows |Sun moves in mid-sized arc, shadows |Sun moves in high arc, shadows long, |Sun high overhead at noon, sun moves in | |

|Position of Sun / Shadow |short, Northern hemisphere |mid-sized, sun overhead at noon |Northern Hemisphere tilted toward sun|midsize arc, shadow mid-size | |

| |tilted away | | | | |

|Energy |Solar energy at the lowest, |Solar energy increasing, Photosynthesis |Solar energy high, photosynthesis |Solar energy lowered, photosynthetic | |

| |Photosynthesis decreased |increased significantly, radiation |optimal, radiation high |energy decreases, radiation lower | |

| |significantly, lowest radiation |increasing | | | |

| |Highest amount of illuminescent | | | | |

| |light | | | | |

|Seasonal Impact of the Sun in W. |Winter |Spring |Summer |Fall |

|Washington | | | | |

|Definition/Weather | | | | |

|(whole group input charts and mind map) | | | | |

|Plants Life Cycle Vine Maple | | | | |

|Shadows | | | | |

|Position of Sun / Shadow | | | | |

|Animal Lifecycle Bear | | | | |

|Energy | | | | |

Jeopardy type game

|Animal & Plant Life Cycles |Solar System |Weather and Seasons |Anything Goes |

|$100 |$100 |$100 |$100 |

|In what season does the vine maple go dormant? |Name one important characteristic of the sun. |What are the four seasons that we experience in |Name one important aspect of a meteorologists’ |

| | |our region of earth? |job. |

|$200 |$200 |$200 |$200 |

|Describe a black bear’s activities in two of the|Why is the sun important to the earth? Give two|Describe how the temperature in our region |Explain how the tilt of the earth in relation to|

|seasons. |reasons |changes from winter to summer. |sun affects the seasons in our region. |

|$300 |$300 |$300 |$300 |

|How does a vine maple typically change in each |How is the Earth from Jupiter? How is it the |In which season could you collect the most solar|How might our lives be different if the earth |

|of the four seasons? |same? |energy? Why? |did not rotate or orbit the sun? |

|$400 |$400 |$400 |$400 |

|Do you think a black bear is well-adapted to the|What type of model could you construct to help |What type clothing would you recommend for |Do you think people in our area are well-adapted|

|changing seasons? Why or why not? |kids understand the solar system? Explain how |someone in our region during the autumnal |to the changing seasons? Why or why not? |

| |it might help them understand it. |equinox? Why? | |

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