Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 72035
Structure of the Sun
In this lesson, students will learn the layers of the sun (core, radiative zone, convective zone, photosphere, chromosphere, and corona) and three
types of solar activity (sunspots, solar flares, and prominences). They will be able to build a model of the sun with labels and descriptions.
Subject(s): Science
Grade Level(s): 8
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Overhead Projector, Microsoft Office
Instructional Time: 1 Hour(s) 30 Minute(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: Sun, sunspots, solar flares, solar prominences, rotation, revolution, convection
Resource Collection: FCR-STEMLearn Earth Systems
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Day 1:
Students will be able to identify the structures of the Sun, including the layers and solar activity.
Day 2:
Student will be able to create a model of the Sun.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should know:
SC.8.E.5.5: Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute
brightness).
That the Sun is a star.
The Sun is a rotating ball of gas.
Vocabulary: rotation, revolution, convection, nuclear fusion
Misconceptions:
Stars are enormous balls of gas, they have no surface.
Stars are burning hydrogen.
Guiding Questions: What are the guiding questions for this lesson?
1. What are the structures of the Sun? (The Sun has 6 layers-core, radiative zone, convective zone, photosphere, chromosphere, and corona.)
2. How is energy transported within the Sun? (It is transported by radiation and convection.)
3. What are some examples of solar activity? (Possible examples include: sunspots, solar flares, and prominences.)
Teaching Phase: How will the teacher present the concept or skill to students?
Day 1:
page 1 of 4 Use following PowerPoint: The Sun
1. After completing the 3-2-1, have a discussion with the students about their answers. (possible responses are included in PPT)
2. Show the students the NASA Sun Song one time completely through. Then have them start a notes page on the "Structure of the Sun". Show the video again and
this time pause it after each key point. Have the students offer summaries of what the song said in their own words and have them record them in their notes.
3. Now present the new information using the PowerPoint presentation. Please see notes on PowerPoint for suggestions.
4. Have students draw a diagram of the Sun and label all of the layers and then add the solar activity.
5. Place students in groups of three or four. Include students with variable abilities so that they can support each other.
6. Have students compare their diagrams with their group members. Once they feel their diagrams are perfect, have them ask the teacher for feedback.
7. Teacher should make sure that students have all agreed on the parts of the Sun. Each group should have a description for each of the Sun's features in their own
words.
8. Provide feedback before students begin to build their group model.
Day 2:
1. Have students work in their groups to build a model of the Sun. They can choose to build a 3-D model with materials of their choice or they can draw a poster.
Groups should include a description of each of the Sun's properties in their own words.
2. Provide students with the rubric (included in the Summative Assessment section) so that the students know the expectations.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Day 1:
1. Using their PowerPoint notes, have the students draw a diagram of the Sun in their notebook. They will need to include a description of each of the Sun's features
in their own words.
2. Have the students discuss the wording with their group members. Check it off once agreement has been reached.
(See example here)
They will use this to make their models on Day 2.
Day 2:
1. Go over rubric with the students before you allow them to build their models.
2. Reminder-Each model should have at least one sentence about each feature and include information the teacher provided during the PowerPoint.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Day 2:
1. Have students work with a group of 3 or 4 to build a model of the Sun. They can use Styrofoam balls, clay, posters, or any other material they get approved by the
teacher.
They must include an accurate description of each feature including: core, radiative zone, convection zone, photoshpere, chromosphere, corona, sunspot, solar
flare, and prominence.
2. Provide rubric to students for guidance (included in Summative Assessment section.)
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Day 1:
1. Facilitate a discussion reviewing the different parts of the Sun with the students. (Use the last slide from PPT)
Day 2:
1. Provide time for student groups to present their models to the class.
2. Facilitate a discussion using a finished model of the Sun. Discuss how the different layers affect each other and tell students how solar activity affects us here on
Earth.
Heat travels from the core through each layer.
Solar flares affect communications on Earth that use electromagnetic waves.
Summative Assessment
Day 2: Sun Model
Building A Structure : Structure of the Sun
Teacher Name:
Student Name: ________________________________________
CATEGORY
Plan
4
3
2
1
Plan is neat with
Plan is neat with
Plan provides clear
Plan does not show
clear labeling for all clear labeling for
labeling for most
or is otherwise
components.
components.
inadequately
most components.
labeled.
Construction -
Great care taken in
Construction was
Construction
Construction
page 2 of 4 Care Taken
construction
careful and accurate accurately followed
appears careless or
process so that the
for the most part, but the plans, but 3-4
haphazard. Many
structure is neat,
1-2 details could
details could have
details need
been refined for a
refinement for a
attractive and follows have been refined
plans accurately.
Content
Scientific
Knowledge
for a more attractive more attractive
strong or attractive
product.
product.
product.
Accurate information Accurate information Accurate information Information is
is provided and
is provided and
is provided but
complete for each
complete for most
incomplete for each provided for the
incomplete or not
structure.
structures.
structure.
structures.
Explanations by all
Explanations by all
Explanations by
Explanations by
group members
group members
most group
several members of
indicate a clear and indicate a relatively
members indicate
the group do not
accurate
accurate
relatively accurate
illustrate much
understanding of
understanding of
understanding of
understanding of
scientific principles
scientific principles
scientific principles
scientific principles
underlying the
underlying the
underlying the
underlying the
construction and
construction and
construction and
construction and
modifications.
modifications.
modifications.
modifications.
Formative Assessment
Day 1:
The students will complete a 3-2-1 Bell Ringer (3 things I already know about the Sun, 2 things I find interesting about the Sun, and 1 question I still have about the
Sun.) To check for students' prior knowledge, the teacher should walk around the room making observations of student responses. (See possible answers in notes
page of PowerPoint)
Feedback to Students
During the discussion on nuclear fusion (slide 7) circulate the room and listen to the answers the students are giving each other. Let them know if their thinking is
on the right track. Redirect students that are not on the right track by asking questions like the ones in the notes on the PowerPoint.
While students are working in their groups fixing their diagrams (end of PPT), the teacher should circulate. The teacher should be checking that each students'
diagram is correct and has an adequate description for each feature. The teacher needs to check off each group plan before the group can start their model.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Provide students with closed notes sheet provided here, along with the answers.
Group students with varying abilities to help with content and discussions.
Extensions:
As an extension, students can complete the Sunspot cycle graphing problem found here.
If you have student computers, you can have them research how solar flares affect us here on Earth.
Solar flares can disrupt communication of televisions, cell phones and other equipment that uses the electromagnetic spectrum.
Suggested Technology: Computer for Presenter, Overhead Projector, Microsoft Office
Special Materials Needed:
Supplies for Models:
Styrofoam balls
Clay
Poster board
Toothpicks
Construction paper
Markers
Paint
Colored pencils
Note cards
Further Recommendations:
You can supplement content by providing reading materials.
SOURCE AND ACCESS INFORMATION
Contributed by: Gabrielle Johnston
Name of Author/Source: Gabrielle Johnston
District/Organization of Contributor(s): Orange
Is this Resource freely Available? Yes
page 3 of 4 Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
Description
Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and
prominences.
SC.8.E.5.6:
Remarks/Examples:
Florida Standards Connections: MAFS.K12.MP.4: Model with mathematics and MAFS.K12.MP.7: Look for and make
use of structure.
page 4 of 4