Monday, February 2, 2009

The Sun and You

The sun is the most important source of energy and life on Earth. It directly affects all human, animal, and plant life. Without the sun, our planet would be a frozen, tundratic wasteland. The sun lights our world and its delightful rays warm our skin. This topic is of great interest and importance to students and provides a vast array of leaning experiences.

Inquiry and project-based learning are essential elements in any unit plan. Both allow for students to be deeply involved in their learning experience. Students must be involved in order to be successful learners. Those who merely sit at desks or listen to lectures are far less likely to be engrossed in the material they are supposed to be learning. Such boredom often leads to distractions, misbehavior, and a lack of understanding of the material.

It is important for students to understand the most amazing star in our universe- the sun. They should learn to appreciate its power, and come to see how they can protect themselves from its potentially harmful effects. Inquiry and project based learning are essential to students gaining these understandings, as they provide a hands on way to expeiment, explore, and attain new knowledge. An essential question that can be asked regarding the sun is: How does the sun affect our lives? Follow up, or unit questions, That could be asked are: 1. How does the sun relate to plant life? 2.Explain how the sun affects Earth’s temperature. 3. How might your family help reduce the depletion of the ozone and how does it affect humans?

1 comment:

  1. Mari, last semester I took a Science class that addressed the unit plan you have chosen. What I liked the most about your questions is how they addressed the depletion of the ozone. This is a major concern of scientists today and is relevant to our current climate changes that could have disastrous effects in our children's future life. I also found the article "Using Solar Power" of great interest and a wonderful link to your unit plan.

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