BOBOPHRHHHHHH H" T-Z Maria HeronfBLOM!`sx HH @4K+xhh @d'  w :Z @/ d?  D 4]V(DSET#"# Kt|xD9 ^>8"O@opy'9w +Dz   &    f"2o".p- -5Pr#(FZw   9 D ` f h        !!!!(!G!d!!!!!"""!"/"8"F"O"]"e"p"~"""""""""  K  L  a  b  w  y    ' w          # )  . B  G        z      &     "  0  2      b           d l  p   ,  k  n        - 5    f  h !! !  ! ""! "~  " " npZlKh &d `R>\pXqTqP@YH Turn your face to the sun and the shadows will fall behind you. To help us understan how our Sun works it helps to imagine the inside of the sun is made up of different layers one inside the other. /The centre of the sun is called the core it is the region where the energy of the sun is producedwe know \the sun produces energy because we feel hot on a summer day. The suns energy travels outward from th e core the energy travels first theorugh the radiative zone whre particles of light carry the energy. It takes millions of years for the energy to move to the next layer the convectionzone. in the convection zone the energy travels faster with the motion of gases in the Sun that move the energy outward. The gas at this layer boils and bulbbles like the motin of a pot cooking and this is the effect seen on the surface of the sun.The Sun and the Earth Proudly Sponsored by: 'The PlaZnetarium that comes to your School'. Click on the Starlab Icon for further information. Curriculum: Making Sense of Planet Earth and Beyond. Levels 2-4 Teacher Notes The most obvious relationship we have with the Sun is that of the day and night. Our planet is spinning on an axis. If we stick a knitting needle through the axis line it would stick out at the North and South poles. One rotation is completed every 23 hours and 56 minutes. The Earth is spinning around its axis at speeds of 1600km/hr. Making Day Although the idea that Earth spins creating day and night sounds simple, it is one of the most difficult concepts for anyone to understand. When we look at the Sun, it moves, not ourselves. We talk about it rising a setting, these are words which sound like its moving. Modeling is a way of allowing students to see what actually happens, unfortKunately however, seeing is not believing! You Need 1. a dark room 2. a lamp 3. a globe of the earth 4. a small model person to be blu-tacked on to the globe or a sticker to represent a person. Show This Attach the 'person' to New Zealand. Show that when the person is on the side towards the Sun, it is light or daytime. Slowly turn the Earth and see how the person moves around into the dark side or night. Extend It More fully explain this idea by seeing that when the person first comes into the Sun, it is appearing just over the Earth's horizon. In the middle of the day the sun is right over the person, high in the sky and by sunset the sun is again seen to disappear below the opposite horizon. This can best be seen by individually holding Earth and lining your eye up with the person in each of the three scenarios. Challenge Challenge students to figure out which way the Earth spins. Give them the following hint: the East coast of New Zealand sees the sun rise first. Why was New Zealand be the first major country to see the sun in the new millennium? What was the first New Zealand city to see the sun in the new millennium? Hint: which is the most easterly New Zealand City? Notes from a Classroom Teacher 'As soon as we stuck the figure on the Earth, all the children said "He's upside down"! and "Why don't we fall off?" So we spent a lot of time with the ideas of up and down, top and bottom. We talked about gravity being a force that pulls us down, and down is the middle of the Earth, and the sky is up! I held out a soccer ball and asked them to touch the top, then I turned it upside down and asked them to touch the bottom and so on We decided that it was all a matter of where you were looking at it from. We decided it was a better idea to use north, south, east and west when we were talking about where you are on the earth. Midnight Feast Allow children the opportunity to look carefully at the globe. decide you are going to plan a midnight feast. We are going to eat it in New Zealand but we want to eat what someone else is eating in the world at exactly the same time. So where is it lunchtime, breakfast time or dinner time and what will they be eating while we are sound asleep. When's Lunch? Calculate the actual middle of the day based on the Sun, by finding exact times for sunrise and sunset. This information is usually in the weather section of the newspaper. Find out how long the day is, and then divide this time by 2 to find the exact middle of the day. Does this match up with the time your clocks say is lunch? This mid point is known as solar noon. repeat this a week later. Is the day getting shorter or longer? What s>eason are we in? http://www.edbydesign.com/btcount.html This grouping activity is based on Base Ten Maths and helps children understand the concept of place value. They see numbers in the pictorial form of ones, tens and hundreds and learn how to group and carry numbers over to the next place. Base Ten blocks give numbers a form and reality and children gain a sense of understanding once they see how the numbers can manipulated. [ Illustrations: many | Reading Level: 0-2 | Subject:http://www.christiananswers.net/kids/clr-indx.html These pages are based on favoritep bible stories. [ Illustrations: many | Reading Level: 0-2 | Subject:http://www.bonus.com/bonus/list/halloween_list.html?referrer=KG14 Boo! -- Bonus.com's special feature of Halloween tricks and treats (games, crafts, recipes and more!) for kids and kids at heart. [ Illustrations: many | Reading Level: 0-2 | Subject: Halloween ] - http://www.magickeys.com/books/ Online stories for the very young created by several authors especially for the web. Illustrated. Also coloring activities to print out. [ Illustrations: many | Reading Level: 0-2 | Subject: Stories ] http://www.schoolexpress.com/ The Free Worksheets on this site are for anyone to use. Teachers may make as many copies of these as you need for your students. The worksheets are copyrighted and may not be sold. [ Illustrations: many | Reading Level: 0-2 | Subject:Space ABC's - http://buckman.pps.k12.or.uqs/room100/abcspace/spaceabc.html An Alphabet Book by the students of Room 100, Buckman Elementary School. We have been learning about space and the nine planets. As part of this study we have created an alphabet book with a space theme. Click on an image in the frame to the right to view that page. [ Illustrations: many | Reading Level: 0-2 | Subject: Alphabet ] Space Coloring Book - http://tommy.jsc.nasa.gov/~woodfill/SPACEED/SEHHTML/color.html Pictures to color include: Space Shuttle, Living in Space, Living in Space2, Shuttle Space Suit, Ed White EVA, Johnson Space Center, Space Station Alpha, Careers in Aerospace, Mercury, Gemini, and Apollo, Saturn V Rocket, Galileo to Jupiter, Voyager, Hubble Space Telescope, The Lunar Rover, The National Aerospace Plane, X-15 Tilt Rotor Aircraft, and more. [ Illustrations: many | Reading Level: 0-2 | Subject: Coloring ] A star is a big ball of gas which gives off both heat and light. So where do stars come from? What happens to them as they grow older? A galaxy contains clouds of dust and gas, as well as stars. It is in the clouds of dust and gas that stars are born. As more and more of the gas (which is mostly hydrogen) is pulled together by gravity into a cloud, the cloud starts to spin. The gas atoms start to bump into each other faster and faster. This creates heat energy. The cloud gets hotter and hotter. Finally, it gets so hot within the cloud that something called "nuclear fusion" happens. The cloud begins to glow. The glowing cloud of gas is now known as a protostar. The protostar continues to grow. Once it stops growing, it is known as a main sequence star. A main sequence star can shine for millions of years or more. The amount of time it lives is determined by how big it is. Coyotes Skunks Owls Opossums Raccoons Tree Frogs Bats Harvest Mice Mr. Owl I saw an owYl up in a tree, I looked at him, he looked at me; I couldn't tell you of his size, For all I saw were two big eyes; As soon as I could, I made a dash Straight home I ran, quick as a flash! The Owl The owl is wary, the owl is wise He know all the names of the stars in the skies. He hoots and he toots and he lives by his wits But mostly he sits - (and he sits and he sits). Jack Prelutsky Two Baby Owls Two baby owls sat in a tree, And blinked because they could not see. "The sun is shining bright," they said, "So let's go home and go to bed." A little squirrel, frisking near The owl, was very quick to hear, Said he, "It's fine for work or play; I'm glad the sun shines bight today." Ada Clark Bats Are all bats hairy, scary things Rushing past on muffled wings, Out of caves into the night, On some silent, secret flight? I think not! I think they're great! No matter size or shape or weight. From radio waves to airplane wings Bats can teach me many things. Nocturnal Animals In the night, opossum, In the night, the owl, In the night, the bat and coyote on the prowl. In the day -- the butterfly, In the day -- the bee, In the day -- the hummingbird -- and a deer beneath a tree. \A cat can see six times better than you at night but his nocturnal eye is so overpowered in sunlight that he has an extra eyelid under the outer one to protect his eyes during the day. ZNDSET.Hx@ 6*DSET .H<pp(( 6*DSUM$ Maria HeronHDNISTYL JDSTYL,(                  HASH $( '+( ( + o u  (  ( ($  (%   N +L:Qhjazo}Bod CHAR$   "         ?    [   _  HASH  ' 'kq   !  J 'R CELL"HASH j GRPH"HASHl RULR @(HASH@BLKUP  $NAMEDefault Default SSHeaderBodyFooterFootnoteFootnote IndexDFNTM HelveticaGenevaTimes/- Arial Black#VerdanaGeneva Comic Sans MSMCROMCROoBlNoBlNBBARBBARMARKMRKS MOBJWMBTETBLXDSUM3PHDNI3|STYL3MCRO?oBlN?BBAR?MARK@WMBT@.ETBL@: