Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 75684
The Sun's Layers and Features
This is a two day lesson that will teach students about the layers and features of the Sun. On day one, students will research and describe the
layers of the Sun using websites. On day two, students will learn about the features of the Sun in a PowerPoint and then show the knowledge they
have gained by completing a foldable ending with three critical thinking closure questions.
Subject(s): Science
Grade Level(s): 8
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Computers for Students, Internet Connection, LCD
Projector
Instructional Time: 2 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: Sun, Sun's layers, Sun's features, Core, Chromosphere, Photosphere, Corona, Radiation, Convection,
Sunspot, Solar flare, Prominence, Foldable, Thinking Map
Resource Collection: FCR-STEMLearn Earth Systems
ATTACHMENTS
Bell Ringer.docx
Foldable Format.docx
websites.docx
Foldable Rubric.docx
Accommodated Foldable Rubric.docx
Suns Features PowerPoint.pptx
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?
1. The students will be able to create a model of the sun and explain it's components, including the Sun's structure, layers and surface features (Sunspots, solar flares
and prominences).
Prior Knowledge: What prior knowledge should students have for this lesson?
1. Students should have prior knowledge of stars and planets.
Stars are made of gas, specifically hydrogen and helium
Stars are fueled by nuclear fusion
The Sun is the only star in our solar system
The other planets in our solar system and their position in the solar system
2. It is assumed in this lesson that the students have prior knowledge of how to use/make the following:
Thinking Maps (Circle Map)
Foldables
Computer technology and search engines
MISCONCEPTIONS: There are not more sun rays but rather more greenhouse gasses.
page 1 of 5 Guiding Questions: What are the guiding questions for this lesson?
1. How does the Sun and the activity in its layers and on its surface affect the Earth?
Students will bring up many ideas for this interaction and many of them will be positive. The teacher should facilitate a discussion that makes sure to not only
focus on the positive but also the negative interactions as well
2. What are some of the positive effects that the Sun has on the Earth?
Heat to warm the planet allowing life to form
Fuel for the Carbon Cycle
Gravity to keep the planet in orbit
Drives weather patterns in the water cycle
Lighting the moon/vitamins etc
Tides (Spring/Neap)
3. What are some of the negative effects that the Sun can have on the Earth?
Solar wind storms
UV rays
Increased sunspot activity changing temperatures
Tides (Spring/Neap)
Teaching Phase: How will the teacher present the concept or skill to students?
Day 1:
1. The teacher will introduce the Sun lesson by going over prior knowledge concepts listed below and how they relate to the Sun. (1-3 minutes)
The Sun is a star
Properties of Stars
Position in the solar system
2. After doing the above, the teacher will go over some of the vocabulary that the students will read in the lesson. This is so that the students can start to brainstorm
about their prior knowledge. Students can then begin their first formative assessment by creating a circle map about the six layers of the Sun. They can use the
following websites:
WEBSITE 1
WEBSITE 2
Steps for circle map:
1. Create map with "Sun Layers" in the center.
2. Prior knowledge in BLACK.
3. Using the two websites, students should research the Sun's layers and place information for each layer in their circle maps in the established colors chosen by
teacher.
For Example: Core-Blue/Radiation-Pink/Convection-Orange/Photosphere-Red/Chromosphere-Green/Corona-Yellow
As the students research and work together to fill out their maps. The teacher should be circulating to make sure students are finding and understanding
each layer of the Sun. (Refer to the foldable rubric for information on each layer)
At the end of day one, the teacher will wrap-up the students learning and understanding by assigning tables/groups one to two layers of the Sun to present to the
class.
3 minutes to talk about layers among group/table
1 minutes to present their specific layer to the class
NOTE: students should add to their maps in the appropriate color as they hear new information during presentations
Day 2:
The bell ringer assessment should be started immediately upon entering the classroom. After all students have finished with the assessment, the teacher will start the
PowerPoint.
Steps for PowerPoint:
1. Go over answers to bellringer and review knowledge from previous days lesson.
2. Complete slides on the three main features of the Sun.
Be sure to focus on the difference between a solar flare and prominence, students often have misconceptions on which one is which
Be sure students understand that a sunspot is dark because it is cool not that it is cool because it is dark this is also a common misconception
After the PowerPoint guided lesson, students should work independently on the showing their knowledge through the foldable.
Steps for Foldable:
1. If students were not given an already formatted paper, students will first create the foldable with the format.
2. Students should use their circle map to complete the flaps on layers in the foldable.
3. Students should use the knowledge gained in the PowerPoint to complete the center bottom three sections on features.
You may want to leave the last review slide up for students to see while working
4. Students should complete the center model of the Sun.
Label each layer
Draw AND color each feature of the Sun
5. Lastly, students should critically think on their own (without using notes or resources) about the back three critical thinking questions.
NOTE: Students should not use their resources but the teacher should still be activity monitoring and working with the student to aid in their thinking- "How
does the energy in the Sun get made? How can you relate that to the photons of light being emitted from the Sun?"
FOLDABLE RUBRIC
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Day 1:
page 2 of 5 Students should research the Sun's layers using the following websites on Sun's layer:
WEBSITE 1
WEBSITE 2
To monitor understanding and guide them through the layers, they will complete a color coded circle map.
Steps for circle map:
1. Create map with "Sun Layers" in the center.
2. Prior knowledge in BLACK.
3. Using the two websites, students should research the Sun's layers and place information for each layer in their circle maps in the established colors chosen by
teacher.
For Example: Core-Blue/Radiation-Pink/Convection-Orange/Photosphere-Red/Chromosphere-Green/Corona-Yellow
As the students research and work together to fill out their maps the teacher should be circulating to make sure students are finding and understanding the
FOLLOWING about each layer
Day 2:
Students will engage in whole group learning by asking question during the PowerPoint reviewing the layers and positions, along with the Sun's features. The teacher
should be continually asking questions to the students and circulating the room to check for understanding.
See Notes in PowerPoint for questions to ask the students to increase and maintain engagement and understanding
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Day 2:
Students will complete a foldable to show understanding of the layers of the Sun, its features and the locations of both the layers and the features. See the steps and
rubric below for expectations for students work and understanding.
Steps for Foldable:
1. If students were not given an already formatted paper students will first create the foldable with the format.
2. Students should use their circle map to complete the flaps on layers in the foldable.
3. Students should use the knowledge gained in the PowerPoint to complete the center bottom three sections on features.
You may want to leave the last review slide up for students to see while working
4. Students should complete the center model of the Sun.
Label each layer
Draw AND color each feature of the Sun
5. Lastly, students should critically think on their own (without using notes or resources) about the back three critical thinking questions.
NOTE: Students should not use their resources but the teacher should still be activity monitoring and working with the student to aid in their thinking- "How
does the energy in your get made? How can you relate that to the photons of light from the Sun?"
FOLDABLE RUBRIC
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Day 2:
1. As a critical thinking and applicationsummative assessment, the students will be completing three critical thinking questions on the back of thefoldable, which are as
follows:
What would happen to temperature on Mercury during the day if a sunspot was directly in line with its surface?
How would a photon's travel (physical path) differ as it traveled through the different layers of the Sun?
What is the difference between a solar flare and a prominence? Give a written explanation AND draw a diagram of each.
2. As students complete these independently at their desks, the teacher should be continually circulating the room and challenging the thinking of all students. To do
this, the teacher should work one on one which each student. The teacher during this time is reviewing the answer to make sure they match with the rubric
andchallanging those students who are higher level with probing questions, for instance:
If Earth was in the same position as Mercury would it be affected as much?
No because it has an atmosphere and ozone layer to protect it.
How long does it take a photon to exit the sun?
On average about 100,000 years. It can get absorbed by different layers and circulated through zones, especially the convection zone, many times. This
leads to a large variance in times but in general it take 10,000 years OR MORE!
How would radiation emitted into space be different in a solar flare in comparison to prominence?
Solar flare creates a large amount of radiation in the form of solar wind. This can damage satellite technology, create great auroras at the poles and if
entered into our atmosphere can disrupt power and technology.
3. For those students who may need more assistance in gathering their thoughts and need more guidance to complete the questions, the teacher should be continually
reminding them of things they should be relating and can modify the questions if appropriate for those students, for instance:
Is a sunspot the same temperature as the rest of the Sun?
No, it is cooler.
If a sunspot is cooler and it was in front of Mercury would it be getting the more heat from the Sun, the same heat or less heat?
Less heat, so it would be cooler on Mercury.
What happens to a molecule if radiation is happening? Draw a picture.
Goes directly out. (the student should draw a straight line)
What happens to a molecule if convection is happening? Draw a picture.
Goes in a circulating motion.
How is a solar flare and a road flare the same? Draw a picture of the "flare".
Sometimes we call an arch a prominence what do you think this has to do with prominence on the Sun?
page 3 of 5 4. The teacher continues to ask probing questions of the student and monitor their responses being given. Make sure that students of all learning levels are continually
challenged and are showing the proper knowledge of the Sun, its layers and its features.
5. Students should hand in their foldables before leaving class. If time is a constraint the teacher may decide to begin the questions in class but to finish these
questions for homework.
Summative Assessment
Day 2:
1. After completing the class review of the layers and the Sun's features, students will begin and complete a foldable. More information about foldables and their uses
can be found here and here.
To complete the foldable, students should make their foldable on a large piece of white construction paper (To save time, you can give students an already
printed template on a large paper like legal size paper as well)
This is asummative assessment, students may be allowed to use the notes in which they have created throughout the past two days
Students should have at least three pieces of information on each layer and feature, have all sun layers and features drawn and labeled and have
completed all three critical thinking questions on the back of the foldable
See the foldable rubric for more details on foldable requirement
Formative Assessment
Day 1: To see each students' prior knowledge on the subject and monitor understanding throughout the lesson, use a circle map to view depth of knowledge for all
students.
Step 1:
Have students use a black marker/pen to create structure of the circle map
Students will place the word Sun Layers at the center of their map
Once all students have finished structure, give 1-2 minutes of independent silent work time to write prior knowledge in black marker/pen
Be sure to continually circulate, so that you can monitor each student's prior knowledge
Step 2:
While researching each layer of the Sun, students should be adding to their circle map by color
For example: Red-Core/Blue-chromosphere etc.
Color coding each layer will allow you to clearly monitor that each student is taking notes on each layer and feature along with monitoring the actually
knowledge being absorbed in each piece of content
Students should be working with their shoulder partner to review each layer and demonstrate understanding on their thinking map
Be sure to continually circulate and monitor each group for completion and understanding
Step 3:
After each layer is complete wrap up the lesson with giving each table 3-5 minutes to debrief
Share all layers as a table
Students should be adding to maps as they hear new information in the appropriate color
Step 4:
To wrap up the day, assign each table 1-2 layers of the Sun and present them to the group
Again, students should be adding to their maps as they see fit in the appropriate color
Be sure to monitor all students maps and information in each color to ensure all students understanding
Day 2: To evaluate each students' understanding of the layers of the Sun, use a short bell ringer activity. After the warm up activity use the PowerPoint to go over the
features of the Sun and the positions of the layers inside the Sun. Students will then use this to complete their summative assessment.
Step 1:
Administer the short multiple choice bell ringer activity
Be sure to review answers with students at the beginning of the PowerPoint
Step 2:
Use the PowerPoint to review thebellringer activity and the layers and their position in/on the Sun and go over the Sun's features
It will be helpful to the students to leave the final slide up so that students can have notes to continually reference when complete the summative
assessment
Feedback to Students
In this lesson, the teacher should be continually circulating and monitoring understanding.
Day 1:
The students should share out their prior knowledge with the group as a whole by raising their hand and sharing with the whole group after their solo time
Here, the teacher should be giving positive comments to correct information and tying it to the up coming lesson
Students can also provide feedback to each student to the extent to which the teacher feels comfortable with whole group discussions
The teacher should be continually circulating and providing feedback to each group on each layer as they write in their circle map for the layers of the Sun from
their reading
For example: "Where did you see this in your reading?"/"That is great information that you picked out from the website."/"Can you go further with this
idea?"/"I'm not sure about this idea-lets go back and check the evidence in the reading."
During the wrap up, the teacher should be continually circulating to each group asking questions about their discussion
For example: "Did you hear any new information?"/"Which layer did your group have the most information on?"
Day 2:
During the bell ringer activity, the teacher should be circulating to view answers and take visual observations on questions that students may have misconceptions
After all students have completed the bell ringer, the teacher should be reviewing each question whole group and going over any material that he or she noticed
that students have misunderstandings or misconceptions
During the PowerPoint, the teacher should be chunking the material in each slide
Be sure to complete Step 4: memory checks
Be sure to keep students engaged in the whole group lesson by asking questions of the them and answering any questions they may have
Students should be taking notes in some form
page 4 of 5 Make sure to positively recognize anyone who is taking notes and commenting on the proper information being noted by students
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Day 1:
Circle Map:
Instead of the color coded circle the teacher may want to fold the paper in six squares for those students with reading and visual impairments.
Day 2:
Bellringer:
Teacher may want to reduce answer choices.
PowerPoint:
Text can be changed to Arial 14 for those students with reading impairments.
Foldable:
See ACCOMMODATED RUBRIC
Extensions:
1. Have students go further in the critical thinking question onfoldable.
See closure in lesson content for extension questions
2. Have students build a 3D model of the Sun and its layers.
3. Have students do a creative writing project to tell a story of what would happen to a photon as it travels from the core of the Sun to Earth.
Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, LCD Projector
Special Materials Needed:
Students will need:
Colored pens/pencils/markers
Large paper to complete foldable
Paper to make circle map
Pen/Pencil to take notes
Further Recommendations:
It is helpful to students to have a physical example of the format for both the circle and foldable format in front of them. The teacher may want to make one or two
examples of each to post on the board or place around the room as a visual for those who may find these tasks difficult to complete.
Additional Information/Instructions
By Author/Submitter
This resource covers the layers and features of the Sun but does not go over the rotation of the Sun or go in depth into the process of convection.
SOURCE AND ACCESS INFORMATION
Contributed by: Heather Huszar
Name of Author/Source: Heather Huszar
District/Organization of Contributor(s): St. Lucie
Is this Resource freely Available? Yes
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.
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