Flipped+Classroom+Lesson+Plan


 * Flipped Classroom Lesson Plan **


 * Authors: ** Andrew Snyder, Jared Gliem, Austin Tolan


 * Lesson Title: ** Exploring the Solar System: Moon, Sun, Earth


 * Subject Area: ** Science


 * Grade Level: ** 5-8


 * Time Needed: **2-3 class periods for Moon, Sun, & Earth Each


 * Standards: **


 * S8.A.2.1.3: ** Design a controlled experiment by specifying how the independent variables will be manipulated, how the dependent variable will be measured, and which variables will be held constant.


 * S8.A.2.1.4: ** Interpret data/observations; develop relationships among variables based on data/observations to design models as solutions


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">S8.C.3.1.1: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Describe forces acting on objects (e.g., friction, gravity, balanced versus unbalanced).


 * S8.A.1.3.3: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Examine systems changing over time, identifying the possible variables causing this change, and drawing inferences about how these variables affect this change.


 * S8.A.2.1.1: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Use evidence, observations, or a variety of scales (e.g., mass, distance, volume, temperature) to describe relationships.


 * S8.A.2.2.1: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Describe the appropriate use of instruments and scales to accurately and safely measure time, mass, distance, volume, or temperature under a variety of conditions.


 * S8.A.2.2.3: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Describe ways technology (e.g., microscope, telescope, micrometer, hydraulics, barometer) extends and enhances human abilities for specific purposes.


 * S8.A.3.2.1: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Describe how scientists use models to explore relationships in natural systems (e.g., an ecosystem, river system, the solar system).

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will learn how the moon was created <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will identify features produced by the cratering process <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will create a model crater in the classroom. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will learn the difference between craters and what causes those differences. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will learn the Earth’s physical characteristics and its location and role within our solar system. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will create a poster and presentation based upon the information observed from said resources. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will learn about the Sun’s physical characteristics and its effects on our solar system. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will recognize the causes for daily and yearly calendar as caused by the sun. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will learn how NASA studies the sun by watching a video. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will be able to describe the sun in terms of size, brightness and composition. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will learn about sun spots and how they become solar flares. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will learn about the layers of plasma on the sun that create convection zones. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will make a model of the solar system based upon the information observed from said resources.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Objectives: **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 18.6667px;">Student Learning Resources at Home **


 * //__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Moon __//**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Watch Videos: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[]

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[]

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Read: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[]

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[]

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Diagram/Pictures <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[]

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] (Look at Pictures)


 * //__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Sun __//**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Tell students that tonight they will be introduced to the Sun. For their homework have students complete the “K” and “W” sections on the K-W-L chart with what they know about the Sun. The students will watch the four-minute video, NASA’s Research on the Sun, at //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] // <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|www.nasa.gov/audience/foreducators/topnav/materials/listbytype/NASAs_Research_on_the_Sun.html].

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The students will also play a game that tells them about the sun, the moon and the earth. <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">http://www.earthsunmoon.co.uk/


 * //__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Earth __//**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Read and Review the Following Sites: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[]

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[]

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Complete the Following Quiz/Puzzle: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[]

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">View 3D image of Earth and Toggle Features of Map on and off (top left): <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[]


 * <span style="font-family: 'Times New Roman','serif'; font-size: 18.6667px;">Student Learning Activities at Home **


 * //__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Moon __//**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will answer question. (What is the difference between a simple crater and a complex crater?) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will prepare other questions to ask teacher. (If any) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will fill out the K and W sections of their KWL Chart. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will define Vocab Words <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Floor <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Central peaks <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Walls <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Rim <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Ejecta <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Rays


 * //__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Sun __//**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">While watching the video, the students will fill out the NASA’s Research on the Sun worksheet. They should read over the questions on the worksheet before the video. (see attached worksheet)


 * //__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Earth __//**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students should complete both the knowledge (K) and what they want to know (W) columns of the KWL chart. After reviewing the information on the websites, students should create a poster that summarizes the important information found on the websites. Take a sheet of poster paper and fold it into fourths. Use the front and back to create eight boxes and label each one the following and fill it in with information and images from the websites. Students are welcome to use images, diagrams, and drawings to illustrate the information for each portion of their poster. Student posters will be graded on a rubric (see attached). Upon completion of the learned (L) column of the KWL chart, students should note where they learned specific information on their poster and chart and write down any remaining questions.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1. Statistics- size, volume, density, etc. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2. Surface- What are the characteristics of the Earth’s surface? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3. Atmosphere- What makes the Earth’s atmosphere unique? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4. Name- What is the history behind the word Earth? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">5. Layers- What are the layers of the earth and in what order? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">6. Plates- What are the Earth’s plates? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">7. View- What does the earth look like from space? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">8. Questions- What questions do you still have about the earth?


 * <span style="font-family: 'Times New Roman','serif'; font-size: 18.6667px;">Classroom Activities **


 * //__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Moon __//**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Making Impact Craters

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Materials: Large aluminum pan, all-purpose flour, marbles, stones, other impacting objects, straws, play doh/clay, pencil, data chart

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Procedure: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1. Students will work in groups of 3 or 4. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2. Each group will be given a pan of flour. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3. Each pan will contain about 3 inches of flour. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4. Before the students drop any object into the flour make sure it has been loosened or stirred. Then smooth out the top. If the flour is compacted too much they will not get the proper results. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">5. Each group will be given impacting objects (marble) into the flour. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">6. Students will drop the marbles from the distances given and record their observations on their data chart (see attached). <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">7. Students will take the play-doh and put it on the end of the straw. Then use the straw to take the marble out of the crater. This will allow the students to leave the crater intact.

The next day discuss what they already know and put on their K-W-L charts as a class (see attached). Share the Your Top 10 Sun Facts resource with students and discuss each fact (see attached). Show students a three-dimensional model or an image of the solar system (see attached). Ask, **“Why do all of the planets revolve around the Sun?”** (//The Sun is the most massive object in the solar system, so it has the strongest pull of gravity. The Sun’s gravity holds all of the planets in their orbits.//) Choose a location in the classroom with about 10' x 10' of space. Have students sit in a circle or semicircle, with the model in the middle. Insert one end of a skewer into the large Styrofoam ball for the Sun, and insert the other end of the skewer into the Styrofoam disk to elevate and secure the Sun ball. Or use a lamp with the shade removed to represent the Sun. Place the Sun ball or the lamp where all students can see it. Place the medium-size Styrofoam ball on a bamboo skewer to represent the Earth. Hold the skewer vertically so that the Earth can be held from above and rotated. **Note:** Tell students that the Earth spins counterclockwise, and that it is smaller than the Sun. Stress that Sun/Earth/Moon model is not to scale for size or distance. Explain that distances in space are vast and that this is a model to help us see the big picture. Demonstrate the Earth rotating on its axis. Ask, **“How long does it take Earth to complete one rotation on its axis?”** (//about 24 hours; 23 hours and 56 minutes//) Demonstrate the Earth orbiting around the Sun. Walk counterclockwise in a circle around the Sun and simultaneously turn the skewer counterclockwise to demonstrate the Earth's spin as it orbits the Sun. Ask, **“How long does it take Earth to complete one revolution around the Sun?”** (//365 1/4 days/1 year//) Introduce the Moon. Ask, **“What revolves around the Earth? What do you see in the sky almost every night and also during the day?”** Break a bamboo skewer in half and place the smallest Styrofoam ball on the half-skewer. Insert the other end of the skewer into the Earth ball at the approximate “equator,” perpendicular to the longer skewer. Ask, **“Does the Moon orbit around the Earth?”** (//Yes//) **“…the Sun?”** (//Yes//) Rotate the long skewer counterclockwise to demonstrate the spin of the Earth and the Moon orbiting the Earth. While turning the Earth/Moon model, walk counterclockwise around the Sun to demonstrate that the Earth is rotating, that the Moon is revolving around the Earth, and that both are revolving around the Sun. Explain to students that the motions they see demonstrated happen as a cycle and that the rotating and revolving never stops. Have students record the following in their journals: Ask, **“How long does it take for…** Close the lesson by having students diagram and label the relationship between the Sun, Earth, and Moon in their journals. For homework, students will describe the basic differences between the four seasons of the year. They will also give their best explanation of why we have seasons. Students will do some free research about why we have seasons. They will have to write down the sites and/or videos that they use. In class the next day, students will draw two diagrams in their notes, showing the relationship between the Earth and the Sun: one during the winter and one during the summer in their hometown. Have them label the Sun, Earth, and seasons on the diagrams. Give students copies of The Reason for Seasons worksheet (see attached). Explain that the seasons are caused by the tilt of the Earth on its axis away from or toward the Sun as it moves around the Sun throughout the year. Have student volunteers help you use the foam balls for the Earth and Sun from the Day 1 demonstration to model the positions of the Earth and Sun during the seasons. Have the class explain the seasons in the northern and southern hemispheres, based on the positions of the Sun and Earth. Check for understanding with the following assignment. On an unlined sheet of paper, have students draw diagrams showing the relationship between the Earth and the Sun as it would be on the day they are doing this activity. Then show students a world map and have them predict what season it is right now in the following locations: Brazil, Alaska, South Africa, Norway, and the Equator. Point out each of the locations on a map of the world. If time permits, use a Web site such as [|www.weather.com] to check the actual current weather conditions in each location. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Close the lesson by having students fill out the “L” section of the K-W-L chart with at least two things they learned about the Sun in this lesson.
 * //__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Sun __//**
 * Day 1 Demonstration: Rotation and Revolution**
 * ** the Earth to rotate on its axis?” **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(//about 24 hours/1 day//)
 * ** the Earth to complete a revolution around the Sun?” **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> (//365 1/4 days/1 year//)
 * ** the Moon to complete a revolution around the Earth?” **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> (//about 28 days; 27.3 days//)
 * Day 2: Using Models to Understand the Seasons**


 * //__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Earth __//**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Classroom projector, group workspace, and group computers will be needed for this activity.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Using a projector, review the assigned websites and highlight where specific information used on the posters should have came from. Have students share what they found on particular websites and what they placed on their posters. Discuss any problems or difficulties students had with the assignment and allot class time to complete posters if necessary and collect KWL charts.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">In mixed ability groups, students should compare and share their posters with one another and divide each of the seven categories from the poster amongst themselves. As a group, they are to prioritize and synthesize their poster information and create a group power point presentation about each of the 7 categories. They should information from all the posters, but only present the most important information to the class. Each member is in charge or sharing their assigned categories with the class during the presentation. Presentations will be graded on a rubric (see attached).


 * <span style="font-family: 'Times New Roman','serif'; font-size: 18.6667px;">Assessments **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Monitor students as they work on the classroom activity.
 * //__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Moon __//**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">When finished with the classroom activity, the students will take all the data they collected and write a brief summary of what they observed and complete the L section of their KWL chart.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will also submit their data chart in for grading.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will fill out a short exit ticket covering the lesson.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(Exit Ticket) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1. What are the two types of craters we discussed?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2. Name three parts of a crater.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3. How are craters formed?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Collect and assess the NASA’s Research on the Sun worksheet. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Monitor students as they diagram the positions of the Earth and Sun for different seasons in their journals, and as they predict the seasons for various locations on Earth. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Make sure students have completed the K-W-L chart for the Sun (see attached) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Each student poster will be collected and graded against a rubric.
 * //__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Sun __//**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessment: **
 * //__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Earth __//**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Each group presentation will be graded against a rubric.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 18.6667px;">Attachments **

**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Name ____________________________ Date _____________ ** **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">NASA’s Research on the Sun **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Directions **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">: Watch the video and answer the questions below.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1. How do we learn about the Sun?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2. How can the Sun be called a dwarf star, if it looks so big to us?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3. How many Earth’s would fit across the diameter of the Sun?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4. What is the Sun made up of?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">5. What is the Sun’s photosphere?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">6. Can solar flares affect the Earth and our satellites?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Name ____________________________________________________ Date ___________ **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Solar System: K-W-L ** ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What I Know ** ||  **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What I Want to Know **  ||  **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What I Learned **  ||


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Moon Data Chart **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Drop Height = 30cm
 * || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Trial 1   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Trial 2   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Trial 3   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Total   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Average   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Crater Diameter  || || || || || ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Crater Depth  || || || || || ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Average Length of All Rays  || || || || || ||

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Drop Height = 60cm
 * || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Trial 1   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Trial 2   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Trial 3   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Total   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Average   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Crater Diameter  || || || || || ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Crater Depth  || || || || || ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Average Length of All Rays  || || || || || ||

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Drop Height = 90cm
 * || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Trial 1   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Trial 2   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Trial 3   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Total   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Average   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Crater Diameter  || || || || || ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Crater Depth  || || || || || ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Average Length of All Rays  || || || || || ||

**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Sun: The Reason for Seasons ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Why do we have seasons? **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">YOUR TOP 10 SUN FACTS: **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 1. The sun is a star. This makes it extremely important for life on Earth. The sun provides us with energy, which brings life on our planet. It defines the seasons, the harvests, and even the sleep patterns of all living creatures on Earth.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 2. The sun is the closest star to our planet. Imagine two cars on the road during the night with their headlights on. One car is closer to you and the other one is far away. Which headlights would seem brighter and bigger? That explains why we see the sun so big and bright. It is simply the nearest star to Earth.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 3. Remember! The Earth orbits around the sun.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 4. The sun is way bigger than the Earth. In fact its radius is 109 times bigger than the radius of the Earth. For those of you who are curious, the sun’s Radius is 696,000km and the Earth’s radius is 6, 376km.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 5. DON’T TOUCH THE SUN! IT’S HOT! The sun’s average surface temperature is 5700 C. Compare that to the Earth’s average temperature, which is 20 C.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 6. The sun is 150 million km (93 million miles) away from the Earth.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 7. How old is the sun? Can you imagine 4.5 billion years?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 8. We know that the Earth’s structure consists of different layers. The sun also has layers but unlike the Earth, the sun is entirely gaseous; there is no solid surface.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 9. The sun rotates on its axis approximately once every 26 days. The sun is made of gas, which is why its different parts rotate at different speeds. The fastest rotation is around the equator and the slowest rotation is at the sun’s polar regions (more than 30 days).

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 10. The sun changes. No matter when or where we look at the sun, we will always see something interesting. Scientists observe these changes by watching the sunspots. They increase and decrease on a regular cycle of about 10.8 years.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Earth Poster Rubric
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">CATEGORY  || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">4 || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">3 || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">2 || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">1 ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Required Elements || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">The poster includes all required elements as well as additional information. || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">All required elements are included on the poster. || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">All but 1 of the required elements are included on the poster. || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Several required elements were missing. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Attractiveness || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">The poster is exceptionally attractive in terms of design, layout, and neatness. || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">The poster is attractive in terms of design, layout and neatness. || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">The poster is acceptably attractive though it may be a bit messy. || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">The poster is distractingly messy or very poorly designed. It is not attractive. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Content - Accuracy || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">At least 4 accurate facts are displayed on the poster in each category. || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">2-3 accurate facts are displayed on the poster in each category. || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">1-2 accurate facts are displayed on the poster in each category. || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Less than 1 accurate facts are displayed on the poster in each category. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">- Please Choose - || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">undefined || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">undefined || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">undefined || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">undefined ||

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Earth Group Presentation Rubric
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">CATEGORY  || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">4 || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">3 || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">2 || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">1 ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Text - Font Choice & Formatting || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content. || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Font formats have been carefully planned to enhance readability. || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Font formatting has been carefully planned to complement the content. It may be a little hard to read. || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Font formatting makes it very difficult to read the material. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Content - Accuracy || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">All content throughout the presentation is accurate. There are no factual errors. || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Most of the content is accurate but there is one piece of information that might be inaccurate. || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">The content is generally accurate, but one piece of information is clearly flawed or inaccurate. || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Content is typically confusing or contains more than one factual error. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Spelling and Grammar || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Presentation has no misspellings or grammatical errors. || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Presentation has 1-2 misspellings, but no grammatical errors. || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Presentation has 1-2 grammatical errors but no misspellings. || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Presentation has more than 2 grammatical and/or spelling errors. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Sequencing of Information || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next slide. || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Most information is organized in a clear, logical way. One slide or item of information seems out of place. || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Some information is logically sequenced. An occasional slide or item of information seems out of place. || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">There is no clear plan for the organization of information. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Cooperation || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Group delegates tasks and shares responsibility effectively all of the time. || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Group delegates tasks and shares responsibility effectively most of the time. || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Group delegates tasks and shares responsibility effectively some of the time. || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Group often is not effective in delegating tasks and/or sharing responsibility. ||