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Lesson 8-9


Class: 6/7
Time: 1 hour 30 mins Number of Children: 27
The suns effects on Earth Investigating the sun and solar phenomena
Science Understanding
Earth and space sciences
Predictable phenomena on Earth, including seasons and eclipses, are caused by
the relative positions of the sun, Earth and the moon (ACSSU115)
Science as a Human Endeavour
Use and influence of science
Science and technology contribute to finding solutions to a range of
contemporary issues; these solutions may impact on other areas of society and
involve ethical considerations (ACSHE120)


By the end of this lesson students will be able to:


Understand how events on the sun affect the Earth.

Understand how different cultures perceive solar phenomena.


Example learning sequence

10 minutes

Study the sun and its effects on the Earth

Discuss ideas about the study of the sun and how it helps
us to understand solar phenomena and its effects on Earth.
View a video on how technology has enhanced the study of
the sun. Students are to fill in worksheet while listening to
the video.
Then as a whole class we will go through the work sheet
and discuss the answers and ways in which technology
contributes to the study of the sun, such as the SOHO and
TRACE technologies and the coronagraph.
Define terms related to the study of the sun, such as
helioastronomy (study of the sun) and helioseismology
(study of the acoustic pressure waves in the sun).

Main Body

Explore solar phenomena

45 minutes

Discuss with the students the components of the solar

phenomena, students are to make notes while the teacher
gives definitions about the sundog, aurora, solar flares and
solar storms. Examine information on solar phenomena,
including auroras, solar flares, storms and CMEs.

Discuss the phenomena of sundogs.

A sundog, also known as sundog, mock sun or parhelion,
consists of glowing spots around the sun. They are created by
sunlight refracting off plate shaped ice crystals in the cirrus
clouds. Sundogs are some of the most frequently observed

optical phenomena and can be observed throughout the year

and anywhere in the world. They are also associated with 22
degree halos.
Sundogs tend to be most visible when the Sun is close to the
horizon. The part of a sundog closest to the Sun tends to be
red in color, while the areas further away from the Sun
generally appear blue or green.
Define aurora:
A natural electrical phenomenon characterized by the
appearance of streamers of reddish or greenish light in the
sky, especially near the northern or southern magnetic pole.
The effect is caused by the interaction of charged particles
from the sun with atoms in the upper atmosphere. In northern
and southern regions it is respectively called aurora borealis
or Northern Lights and aurora Australias or Southern Lights

View a video about solar flares.

Describe solar storms and coronal mass ejections (CMEs).

Solar storms are caused by disturbances on the Sun, most

often coronal clouds associated with coronal mass ejections
(CMEs) produced by solar flares emanating from active
sunspot regions, or less often from coronal holes. Most living
stars produce disturbances in space weather with the field of
heliophysics the science that studies such phenomena; itself
primarily an interdisciplinary combination of stellar astronomy
and planetary science. In the Solar System, the Sun can
produce intense geomagnetic and proton storms capable of
causing severe damage to technology including but not limited
to large scale power power outages, disruption or blackouts of
radio communications (including GPS systems), and
temporary or permanent disabling of satellites and other
spaceborne technology.
Explore the effects of solar phenomena on Earth

Make suggestions about how solar flares, storms and

CMEs might affect Earth.
List modern technology that is used in everyday life, such
as electrical devices, mobile telephones and other devices
and GPS satellites.
Discuss how modern everyday life is increasing its
dependency on electricity and technology.
Describe how solar storms and CMEs could affect
technology and the problems this would cause.

Students are to form a poster in groups under the topics of:

Solar Flares
Solar Storms
Coronal Mass Ejections (CME)

All students are given a particular role in the group in order to

prevent negative behaviour and lazy contributors:
Research (1 IPad)

Typer (1 laptop)
Translator (transfers information between researcher and
Image researcher (1 laptop)
Organiser (In charge of layout on poster, ensures everyone
is doing their job)


How/why do they occur?
What does it look like? (colour, shape etc)
Where/how are the viewed?
How does it effect the earth?
Easy to read layout/appealing to the audience
Students are to display their posters to the whole class and

10 minutes

discuss what they did. Audience is to reply with warm and cool

Catering to

feedback. Extension: watch video on the website.

The posters provide inclusive support from peers therefore everyone has a


individual role but one student is given the role to provide support.


Paddle pop sticks with names on ensure that students pay attention at all time in


case their name gets called out.

3 warning system


The lesson ran out of time at the end therefore consistent learning was disrupted.


I was unable to give them enough time to complete their poster however


tomorrow in the review students will be able to look at the information present.
This lesson consisted of plenty of in-depth information so reflecting on it now I
should have allowed for two separate lessons in order to give sufficient time for
learning and applying knowledge.

The Study of the Sun

What does SOHO stand for?

What is it? What year?


Is the sun a star? Circle the correct answer.

Why is it important to understand the sun?

What does a coronagraph do?

What is the convection zone?