||Under the "Seasonal" Sun.........
you ever tried explaining what causes the seasons and why so many changes
occur because of them? It's not an easy task. You can imagine their concern
when first grade teachers found out they would be gone to a conference during
the time they were to teach this in their classes. A late night call last
evening requested that fourth graders help out by "substituting"
in their classes to help explain what happens. A little rusty yourself,
you say? No problem. Use the following exercise to refresh your memory,
jot down important info, design an interesting presentation for the first
viewing videos explaining the sun's role in the changes within the various
seasons, students will take on the persona of a plant or animal and describe
how the sun affects its changes throughout the four seasons.
Part 1-Research: Use
the link on the Online Learning page of the Rhodes Webpage to access the
KLRN Connect Sun Playlist. If not at Rhodes or out of the district, see
resources below for how to get to the video.
1. Go to the Rhodes Webpage.Click on the Online Learning
Link on the left.
|2. Scroll down to your grade level. Click on
the KLRN link.
|3. Scroll down. Click on the KLRN connect logo.
|4. Enter user name and password.
|5. Click on Playlist. Then click on School Playlists.
Click on Sun.
|6. To view a video, click on the S. Click on
the arrow to start. You may pause at anytime to write notes.
graphic will help you take organized notes.
Part 2- Presentation:
Using Powerpoint, students
will create a presentation from the viewpoint of the changing plant or animal.
On each slide, students will describe the seasonal changes that they are
going through that have come about from the sun and/or its solar energy.
Each season and subtopic (from the graphic organizer) should be used. Students
may write in informative or in narrative style, the more creative the better.
1. Your project should include 1 title page, a page for each season, a conclusion
page and a credits page for a total of 7 slides.
2. Each slide should have a graphic (either clip art or self drawn) as well
as the text describing the sun caused changes.
3. The above graphic should be animated. (Text may also be animated, but
4. The conclusion slide should include a discussion of why that plant/animal
regards the sun as extremely necessary in its life cycle.
5. A credits page should include the citations listed on the video viewing
(Additional suggestions listed in additional intelligences below are
not required, but may be added.)
Within the basic project, students will be the using visual/spatial
intelligence as they layout their presentation. Because they are using the
perspective of a plant or animal in the natural world, they will be automatically
be in the naturalist intelligence (as well as showing changes over time.)
The verbal/linguistic intelligence is evident in the writing portion of
the presentation. Students are collecting information/data off of videos
over the internet and organizing it into charts using the logical/mathematical
intelligence. If students are doing self pace research, authoring, self
and peer evaluations they will be in the intrapersonal intelligence. Because
the videos can be individually manipulated to start and stop, bodily/kinesthetic
intelligence applies here, as well as to the individually added animations,
etc within the powerpoint.
Additional intelligences students
may choose to use:
Students may choose to draw themselves
as a plant or animal (as opposed to clip art) and then animate their movements
Students may use digital pictures of the plant/animal that they have taken
themselves or include a supporting experiment within their presentation
Students might choose to do a "voice over" or narration.(verbal
Students could be arranged in groups to brainstorm presentation. (interpersonal)
Appropriate music could be added to enhance the presentation or text written
in poetry form.(musical/rhythmic)
playlist, available to all Rhodes Students. Other students can access them
by going to:
They are listed under
Category: Earth and Space
Sub category: Weather and Climate
Under the Sun: Summer. United Learning. 2000. unitedstreaming. 18 January
the Sun: Autumn. United Learning. 2000. unitedstreaming. 18 January
the Sun: Spring. United Learning. 2000. unitedstreaming. 18 January
the Sun: Winter. United Learning. 2000. unitedstreaming. 18 January
When you think you have
finished your project, use this checklist
to evaluate your own project. Make any changes.
Now ask a friend to use the Peer Evaluation
Tool to check it also.
Your teacher will use
this rubric to grade your
Not only did you do a fine job of reviewing the role of the sun in seasonal
changes and in supplying solar energy, but your presentations were a hit.
First grade teachers send their heartfelt gratitude for your fine job! First
graders themselves loved the presentations and thank you for "illuminating"