Cycles and Energy in Ecosystems

Transcription

1 Grade 4 Science, Quarter 4, Unit 4.1 Cycles and Energy in Ecsystems Overview Number f instructinal days: 12 (1 day = 45 minutes) Cntent t be learned Identify surces f energy that cntribute t rganisms survival. Recgnize that energy is needed fr all rganisms t grw and survive. Demnstrate in a fd web that all animals fd begins with the sun. Use infrmatin abut rganisms t design a habitat and explain hw the habitat prvides fr the needs f the rganisms that live there. Explain and describe ways that plants and animals within a habitat depend n each ther. Explain what plants and animals might d if their envirnment changes. Explain hw the balance f an ecsystem can be disturbed. Use infrmatin (data r scenari) t explain hw changes in the envirnment can cause rganisms t respnd (e.g., survive there and reprduce, mve away, die). Essential questins Hw d ecsystems change ver time? What happens within an ecsystem when changes ccur? Science prcesses t be integrated Cnduct safe and ethical investigatins with living rganisms. Explain and describe the relatinships amng rganisms within a system. Build explanatins abut the flw f energy amng the living cmpnents within a system. Use infrmatin and bservatins t describe and explain changes that can interfere with the balance within a system and the prcesses that lead t equilibrium. Use scientific prcesses, including making and recrding bservatins, citing evidence, cmparing, cllecting and analyzing data, and drawing cnclusins. Hw are the living rganisms within an ecsystem interdependent? Hw are an animal s needs met within its envirnment? 37

2 Grade 4 Science, Quarter 4, Unit 4.1 Cycles and Energy in Ecsystems (12 days) Written Curriculum Grade-Span Expectatins LS2 - Matter cycles and energy flws thrugh an ecsystem. LS2 (K-4) SAE 5 Recgnize that energy is needed fr all rganisms t stay alive and grw r identify where a plant r animal gets its energy. LS2 (3-4) 5 Students demnstrate an understanding f energy flw in an ecsystem by 5a identifying surces f energy fr survival f rganisms (i.e. light r fd). LS2 (K-4) SAE 6 Describe ways plants and animals depend n each ther (e.g., shelter, nesting, fd). LS2 (3-4) 6 Students demnstrate an understanding f fd webs in an ecsystem by 6a demnstrating in a fd web that all animals fd begins with the sun. 6b using infrmatin abut rganisms t design a habitat and explain hw the habitat prvides fr the needs f the rganisms that live there 6c explaining the way that plants and animals in that habitat depend n each ther. LS3 - Grups f rganisms shw evidence f change ver time (structures, behavirs, and bichemistry). LS3 (K-4) SAE 7 Using infrmatin (data r scenari), explain hw changes in the envirnment can cause rganisms t respnd (e.g., survive there and reprduce, mve away, die). LS3 (3-4) 7 Students demnstrate an understanding f equilibrium in an ecsystem by 7a explaining what plants r animals might d if their envirnment changes (e.g., changing fd supply r habitat due t fire, human impact, sudden weather-related changes). 7b explaining hw the balance f the ecsystem can be disturbed (e.g., hw des verppulatin f a species affect the rest f the ecsystem). Clarifying the Standards Prir Learning In grades K 2, students distinguished between living and nnliving things. They identified and srted based n similar r different external features, and bserved and recrded the external features that make up living things. Students bserved that plants need water, air, fd, and light, and animals need water, air, fd, and shelter t grw. They bserved and scientifically drew and labeled the stages in the life cycle f a familiar plant and animal, and they sequenced the life cycle f a plant r animal when given a set f pictures. Students identified the specific functins f the physical structures f a plant r an animal. 38

3 Grade 4 Science, Quarter 4, Unit 4.1 Cycles and Energy in Ecsystems (12 days) They cared fr plants and animals by identifying and prviding fr their needs, and experimented with a plant s grwth under different cnditins, including light and n light. Students acted ut and cnstructed simple diagrams that shwed a simple fd web, and they used infrmatin abut a simple fd web t determine hw basic needs are met by the habitat/envirnment. In grade 3, the fcus f student learning was n the structures and characteristics that allw fr survival. Students cited evidence t distinguish between living and nnliving things, and identified, srted, and cmpared rganisms based n similar and/r different external features. They recrded and analyzed bservatins/data abut external features, and cited evidence t draw cnclusins, explaining why rganisms are r are nt gruped tgether. Students bserved that plants need water, air, fd, light, and space, and animals need water, air, fd, and shelter/space t grw and reprduce. They als bserved changes and recrded data t scientifically draw and label the stages in the life cycle f a familiar plant and animal. Students sequenced the life cycle f a plant r animal, and cmpared the life cycles f tw plants r tw animals when given a set f data r pictures. They identified and explained hw the physical structure/characteristics f an rganism allw it t survive and defend itself, and analyzed the structures needed fr survival f plant and animal ppulatins in a particular habitat/envirnment. Current Learning Students are cming t furth grade with sme experience cnstructing diagrams f simple fd webs. This prir experience will prvide a fundatin fr the cncepts in this unit f study. In this unit, grade 4 students identify surces f energy needed fr the survival f rganisms (e.g., light and fd), and they demnstrate in a fd web that all animals fd begins with the sun. They use infrmatin abut rganisms t design a habitat and explain hw the habitat prvides fr the needs f the rganisms that live there, and they explain the way that plants and animals in that habitat depend n each ther. These cncepts are taught at the develpmental t the reinfrcement level f instructin. Students als explain what plants r animals might d if their envirnment changes, and explain hw the balance f the ecsystem can be disturbed. These cncepts will nt be revisited in later grade levels, and shuld be taught at the develpmental level t the drill-and-practice level f instructin. In the classrm, there are a number f investigatins/activities that can be used t help students gain a cnceptual understanding f the cncepts in this unit f study. Online Research T learn mre abut the habitats the class has been studying, students visit websites abut different habitats. Students shuld be able t find sites easily, but there are sme suggestins in the Resurces sectin f this unit. After an initial research n different habitats, small grups r individual students can select an animal and create a presentatin that describes/explains hw the animal survives r has adapted t its envirnment. Students can als use their infrmatin abut the characteristics f an rganism and design an artificial habitat in which the rganism can survive. Mystery Animals Divide yur class int grups. Have each grup chse an unusual r unfamiliar animal frm the habitat it has been assigned and prepare a card with the name f the animal, a descriptin f the animal's physical and behaviral characteristics, and a picture f the animal. Mix up the cards and give ne t each grup, making sure that n grup gets its wn card. Then challenge each grup t figure ut, n the basis f the animal's physical and behaviral characteristics, whether the animal belngs in the habitat the grup was assigned. Diramas Have students make diramas r mdels f different habitats as a visual t use thrughut the unit. 39

4 Grade 4 Science, Quarter 4, Unit 4.1 Cycles and Energy in Ecsystems (12 days) Students have been expsed t sme f these vcabulary wrds befre; hwever, during this unit f study, students will understand the fllwing terms: rganism, habitat, survival, ecsystem, verppulatin, species, dependence, envirnment, energy, and cycle. The Resurces sectin belw includes a number f websites and resurces that can help with planning lessns. Future Learning Students in grades 5 6 will identify and define ecsystem and the variety f relatinships within it (predatr/prey, cnsumer/prducer/decmpser, hst/parasite). They will identify the sun as the majr surce f energy fr life n earth and will sequence the energy flw in an ecsystem. Students will describe the basic prcesses and recgnize the substances invlved in phtsynthesis and respiratin, and will explain the prcesses f precipitatin, evapratin, and cndensatin as parts f the water cycle. They will als cmplete a basic fd web fr a given ecsystem, Additinal Findings The natural and designed wrld is cmplex; it is t large and cmplicated t investigate and cmprehend all at nce. Scientists and students learn t define small prtins fr the cnvenience f investigatin. These units f investigatin can be referred t as systems. A system is an rganized grup f related bjects r cmpnents that frm a whle and can carry ut functins its individual parts cannt. A system can be described in terms f its cmpnents and their interactins, and all systems have bundaries, resurces flw, and feedback. The gal is fr students t think and analyze in terms f systems (Natinal Science Educatin Standards, p. 116). Students shuld becme acquainted with many examples f ecsystems, starting with thse nearby. In grades 3 5, students shuld explre hw varius rganisms satisfy their needs in the envirnments in which they are typically fund. They can examine the survival needs f different rganisms and cnsider hw the cnditins in particular habitats can limit what kinds f living things can survive. Their studies f interactins between rganisms and the envirnment shuld begin with direct bservatin f nearby surrundings. Then, thrugh viewing nature films, students bservatins shuld expand t include a greater diversity f life in different habitats. Students shuld knw that fr any particular envirnment, sme kinds f plants and animals survive well, sme survive less well, and sme cannt survive at all, rganisms interact with ne anther in varius ways besides prviding fd, and changes in an rganism s habitat are smetimes beneficial t it and smetimes harmful (Benchmarks fr Science Literacy, pp ). Organisms are linked t ne anther and t their physical setting by the transfer and transfrmatin f matter and energy. Energy transfer in bilgical systems is less bvius than in physical systems. The study f fd webs can start in elementary grades with the transfer f matter, then cntinue in the middle grades with the flw f energy thrugh rganisms. Students shuld knw that almst all kinds f animals fd can be traced back t plants, and that sme surce f energy is needed fr all rganisms t grw and survive (Benchmarks, p. 118). Yung children tend t think f animals nly in terms f individual rganisms which peple keep and which need humans fr their survival. Older students extend their thinking t wild rganisms, althugh sme may think that these are fed and cared fr by peple. It is nt until much later that students think in terms f ppulatins f rganisms in the wild cmpeting fr scarce resurces (Making Sense f Secndary Science, p. 59). 40

5 Grade 4 Science, Quarter 4, Unit 4.1 Cycles and Energy in Ecsystems (12 days) Many children assciate the wrd fd nly with what they identify as being edible. Few assciate substances such as starch with fd. Althugh students f all ages identify fd as necessary t prmte grwth and health, many d nt recgnize that it is the surce f material that becmes either part f their bdies in grwth and repair, r surces f energy. A universal and very persistent miscnceptin amng children and adults is that plants get their fd frm the sil. Many pupils think that fd fr plants is anything taken in frm the envirnment. They believe that plants have multiple surces f fd, and few pupils have the understanding that phtsynthesis makes fd that prvides energy and bdy material fr the plant (Making Sense, p. 60). The expressin prduce energy typically refers t the cnversin f stred energy int a desired frm fr practical use. Fd releases energy when digested, and rganisms use energy fr bdy/life prcesses. The energy released by digesting fd was nce energy frm the sun that was captured by plants in the chemical prcess f phtsynthesis that frms plant matter frm air and water. The fact that plants capture energy frm sunlight is intrduced at this grade level, but details f phtsynthesis are nt (A Framewrk fr K 12 Science Educatin, p. 129). Accrding t A Framewrk fr K 12 Science Educatin, by the end f grade 5, students shuld knw that the fd f almst any kind f animal can be traced back t plants. Organisms are related in fd webs in which sme animals eat plants fr fd and ther animals eat the animals that eat plants. Either way, they are cnsumers. Sme rganisms, such as fungi and bacteria, break dwn dead rganisms (bth plants r plants parts and animals) and therefre perate as decmpsers. Decmpsitin eventually restres (recycles) sme materials back t the sil fr plants t use. Organisms can survive nly in envirnments in which their particular needs are met. A healthy ecsystem is ne in which multiple species f different types are each able t meet their needs in a relatively stable web f life. Newly intrduced species can damage the balance f an ecsystem (pp ). When the envirnment changes in ways that affect a place s physical characteristics, temperature, r availability f resurces, sme rganisms survive and reprduce, thers mve t new lcatins, yet thers mve int the transfrmed envirnment, and sme die (p. 154). Changes in an rganism s habitat are smetimes beneficial t it and smetimes harmful. Fr any particular envirnment, sme kinds f rganisms survive well, sme survive less well, and sme cannt survive at all (p. 165). Websites Ntes Abut Resurces and Materials NECAP Released Items, , #10; Released Task, 2008, Birds and Beaks (This vide explains hw an ecsystem wrks and hw it changes) 41

6 Grade 4 Science, Quarter 4, Unit 4.1 Cycles and Energy in Ecsystems (12 days) (This website will help yu understand the imprtance t a balanced ecsystem.) Habitat websites Bks Grasslands: Temperate frest: Trpical rainfrest: Desert: Plar Ice: Tidepl: Hands-n Science Activities fr Grades 3 4 by Marvin Tlman Prject Wild K 12 Curriculum and Activity Guide Prject Wild Aquatic K 12 Curriculum and Activity Guide Hands-On Nature: Infrmatin and Activities fr Explring the Envirnment with Children Take a City Nature Walk by Jane Kirkland Science Essentials - Elementary Level, Jssey-Bass Teacher, Mark J. Handwerker Differentiated Lessns and Assessments Science, Grade 4, Teacher Created Resurces I Have, Wh Has? Science Grades 3-5 by Creative Teaching Press Hands-On Life Science K-6 by Marvin Tlman What are Fd Chains and Webs? (Science f Living Things), by Bbbie Kalman Presentatins Audubn Sciety Bimes, Suth Kingstwn, RI URI Learning Landscape 42

7 Grade 4 Science, Quarter 4, Unit 4.2 The Sun and Mn Overview Number f instructinal days: 7 (1 day = 45 minutes) Cntent t be learned Observe that the mn lks slightly different frm day t day, but lks the same again in abut fur weeks. Recgnize that the rtatin f the earth n its axis every 24 hurs prduces the day/night cycle. Recgnize that the sun is the center f ur slar system. Recgnize that the earth is ne f several planets that rbits the sun, and that the mn rbits the earth. Recgnize that it takes apprximately 365 days fr the earth t rbit the sun. Science prcesses t be integrated Identify the structures fund in a system. Describe the interactins between the structures within in a system. Describe the patterns f change that ccur within a system. Use mdels t understand the relatinships between the cmpnents f a system. Essential questins What patterns f change can be bserved in the mn? Why d we experience day and night? What is the relatinship between the mn and earth? Between the sun and the earth? What patterns f change ccur within the sun, earth, and mn system? 43

8 Grade 4 Science, Quarter 4, Unit 4.2 The Sun and Mn (7 days) Written Curriculum Grade-Span Expectatins ESS2 - The earth is part f a slar system, made up f distinct parts that have tempral and spatial interrelatinships. N further targets fr EK ESS2 at the K-4 Grade Span ESS2 (3-4)-7 Students demnstrate an understanding f tempral r psitinal relatinships between r amng the Earth, sun, and mn by 7b bserving that the mn lks slightly different frm day t day, but lks the same again in abut 4 weeks. 7c recgnizing that the rtatin f the Earth n its axis every 24 hurs prduces the day/night cycle. N further targets fr EK ESS2 at the K-4 Grade Span ESS2 (3-4)-8 Students demnstrate an understanding f characteristics f the slar system by 8a recgnizing that: the sun is the center f ur slar system; the Earth is ne f several planets that rbits the sun; and the mn rbits the Earth. 8b recgnizing that it takes apprximately 365 days fr the Earth t rbit the sun. Clarifying the Standards Prir Learning In grades K 2, students demnstrated an understanding f tempral and psitinal relatinships between r amng the earth, sun, and mn by bserving that the sun can nly be seen in the daytime, but the mn can be seen smetimes at night and smetimes during the day. They bserved that the sun and mn appear t mve slwly acrss the sky, and that the mn lks slightly different day t day. Students als bserved that there are mre stars in the sky than can be easily cunted, they are nt scattered evenly, and they are nt all the same in brightness. In grade 3, students demnstrated an understanding f tempral r psitinal relatinships between r amng the earth, sun and mn by bserving that the sun, mn, and stars appear t mve slwly acrss the sky, and that the mn lks slightly different frm day t day, but lks the same again in abut fur weeks. Students demnstrated an understanding f prcesses and change ver time within the system f the universe by recgnizing that thrughut histry peple have identified patterns f stars that we call cnstellatins. Current Learning In grade 4, students bserve that the mn lks slightly different day t day, but lks the same in abut fur weeks. This cncept has been addressed in prir grade levels, and is taught at the reinfrcement level f instructin. Students als recgnize that the rtatin f the earth n its axis every 24 hurs prduces the 44

9 Grade 4 Science, Quarter 4, Unit 4.2 The Sun and Mn (7 days) day/night cycle, and that it takes apprximately 365 days fr the earth t rbit the sun. They recgnize that the sun is the center f ur slar system; the earth is ne f several planets that rbit the sun; and the mn rbits the earth. These cncepts are new t this grade level, and are taught at the develpmental level t the reinfrcement level f instructin. Because f the abstract nature f these cncepts, mdels are a must in the classrm. Thrugh active discussin and manipulatin f mdels, teachers shuld encurage dialgue abut the limitatins that mdels present. Fr instance, a pster shwing the traditinal linear mdel f planets (starting with the sun and extending t the planets in a line) is limiting in that planets are never aligned as illustrated. This mdel can als lead t miscnceptins abut the center f the slar system. While a drawing that features the planets rbiting arund the sun can clarify the cncept that the sun is the center f ur slar system, it can lead t errneus thinking abut the distrted nature f the rbit s path (shwn as elliptical in a 2-D drawing). Prviding students with a 3-D mdel f the sun and planets that can mimic the rbits can help further students understanding f the mvements, hwever, this mdel, t, has limitatins. In additin, while students have experience in bserving the changes f the mn s phases, using an Internet mdel and/r a lunar calendar can reinfrce prir experience. In the classrm, there are a number f investigatins/activities that can be used t help students gain a cnceptual understanding f the cncepts in this unit f study. In additin t thse listed belw, there are additinal activities fund in the Resurces sectin f this unit. Using fam balls, pencils, markers, and flashlights, students mdel hw sunlight strikes earth. Prir t the activity, the teacher shuld push a pencil thrugh the center f each fam ball. (The eraser end will be Nrth Ple, and the pint will be the Suth Ple.) Put students in pairs, and have them use a marker t draw the equatr arund the mdel f the earth. One student shuld hld the mdel s that the Nrth Ple is tilted away frm the flashlight, which is held by the secnd student. Mve the earth at same angle slwly arund the partner hlding the sun (flashlight stays shining n the mdel). Have students recrd their bservatins. Have students mdel the phases f the mn using a lamp and a plastic fam ball, bserving what happens t the light n the ball at each 1/8th turn. Ask students, Hw much f the ball is in shadw? Hw did the shadw change as the mdel cntinued t revlve arund the light? Use a mdel f a rtating, spherical earth and the relative psitins f the sun and mn t explain patterns in daily changes in length and directin f shadws, day and night, and the phases f the mn. During this unit f study, students will use the fllwing cntent vcabulary: tempral, psitinal, rtatin, revlutin, axis, rbit, planet, and slar system. Future Learning In grades 5 6, students will identify and cmpare the size, lcatin, distances, and mvement f the bjects in ur slar system, and will cmpare the cmpsitin, atmsphere, and surface features f the bjects in ur slar system. They will use mdels t describe the relative mtin/psitin f the earth, sun, and mn, and will explain night/day, seasns, year, and tides as a result f the regular and predictable mtin f the earth, sun, and mn. Students will use a mdel f the earth, sun, and mn t recreate the phases f the mn, and will define the earth s gravity as a frce that pulls any bject n r near the earth twards its center withut tuching it. They will describe the apparent mtin/psitin f the bjects in the sky, and will identify the sun as a medium-sized star lcated near the edge f a diskshaped galaxy f stars. 45

10 Grade 4 Science, Quarter 4, Unit 4.2 The Sun and Mn (7 days) In grades 7 8, students will identify majr discveries frm different scientists and cultures and describe hw these discveries have cntributed t ur understanding f the slar system. They will use r create a mdel f the earth, sun, and mn system t shw rtatin and revlutin, and will explain night/day, seasns, year, and tides as a result f the regular and predictable mtin f the earth, sun, and mn. Students will use a mdel f the earth, sun, and mn t recreate the phases f the mn, and will describe the relatinship between mass and the gravitatinal frce between bjects. They will describe the relatinship between distance and the gravitatinal frce between bjects, and will explain that the sun s gravitatinal pull hlds the earth and ther planets in their rbits, just as the planet s gravitatinal pull keeps their mns in rbit. Students will describe the universe as cntaining many billins f galaxies, and each galaxy cntains many billins f stars. Additinal Findings Accrding t Making Sense f Secndary Science, as children learn abut the slar system and the universe, they naturally bring precnceived ideas abut the size and shape f the earth. Children s ideas prgress frm belief in a flat earth with a limited sky and an abslute view f dwn, t a spherical earth surrunded by sky with dwn directed tward the center f the planet. With regard t the cause f the day/night cycle, children s thinking ranges frm cvering ideas, such as, the sun ges behind hills; cluds cver the sun; and the mn cvers the sun, t rbital theries, such as, the sun ges behind the earth nce a day; the earth ges arund the sun nce a day; and the earth spins n its axis nce a day. As children age and gain greater understanding f the sun/earth/mn system, thinking prgresses frm an earth-centered t a sun-centered slar system. Hwever, even at an lder age, children are much less certain f the mn s psitin. Ideas abut the shapes f the earth, sun, and mn appear t change with age. Yunger children think these bdies are tw-dimensinal r nn-spherical, three-dimensinal shapes, while lder children think they re spheres. There is als a lack f understanding abut the relative sizes and distances between the earth, sun, and mn. These miscnceptins may be cmpunded r caused by the mdels used in classrms r by the diagrams in bks, which d nt use the true scale fr size and distance (pp ). When teaching and discussing the slar system, we must stress t students that the earth, nt the sun, is mving. Films, cmputer simulatins, planetariums, and telescpic bservatins will help when teaching the earth s relatinship t the sun, mn, and ther planets. Hwever, it is essential fr all students t make physical mdels and explain what the mdels shw. At the same time, students can begin learning abut scale (cmparative distances, times, sizes, etc.), keeping in mind that scale factrs larger than thusands may be difficult befre early adlescence (Benchmarks fr Science Literacy, p. 67). In rder t develp an understanding f the relatinships between the bjects in the slar system, yung students need t begin with direct bservatins f bjects in the sky. By bserving the day and night sky regularly, children in grades K 4 will learn t identify sequences f change and t lk fr patterns in these changes. As they bserve changes, such as the mvement f an bject s shadw during the curse f a day, and the psitins f the sun and the mn, they will find the patterns in these mvements. These understandings shuld be cnfined t bservatins, descriptins, and finding patterns (Natinal Science Educatin Standards, pp. 130, 134). Because the sun, mn, and earth system can t be bserved directly, teachers must use carefully selected mdels. Students shuld understand that certain mdels are used t help them understand the relatinships and interactins between the sun, earth, and mn, and students shuld als understand the limitatins f the mdels used, t include scale (size and distance). 46

11 Grade 4 Science, Quarter 4, Unit 4.2 The Sun and Mn (7 days) Websites Ntes Abut Resurces and Materials This website will take yu thrugh Mtins f the mn and the earth. Shrt vide f the rtatin f the mn Students can make a mdel f the Earth Sun and mn and shw the mvement taken in the rbit arund each ther. Vide f the mvement f the earth, sun, and mn Bks Hands-n Science Activities fr Grades 3-4 by Marvin Tlman Find the Cnstellatins by H. A. Ray Sun, Mn, and Stars (Usbrne Beginners) The Mn Seems t Change by Franklyn M. Branley 47

12 Grade 4 Science, Quarter 4, Unit 4.2 The Sun and Mn (7 days) Faces f the Mn by Bb Crelin The Mn by Seymur Simn The Sun by Seymur Simn S That's Hw the Mn Changes Shape! (Rkie Read-Abut Science) - Allan Fwler Phases f the Mn (Patterns in Nature series) - Gillia M. Olsn The Mn Seems t Change (Let's-Read-and-Find-Out Science 2) - Franklyn M. Branley What Makes Day and Night (Let's-Read-and-Find-Out Science 2) - Franklyn M. Branley 13 Planets: The Latest View f the Slar System (Natinal Gegraphic Kids) - David A. Aguilar The Planets in Our Slar System (Let's-Read-and-Find-Out Science, Stage 2) - Franklyn M. Branley Science Essentials - Elementary Level, Jssey-Bass Teacher, Mark J. Handwerker Differentiated Lessns and Assessments Science, Grade 4, Teacher Created Resurces I Have, Wh Has? Science Grades 3-5 by Creative Teaching Press Hands-On Earth Science Activities fr Grades K-6 by Marvin Tlman S That s Hw the Mn Changes Shape! (Rkie Read Abut Science), by Allan Fwler Phases f the Mn (Patterns in Nature Series), by Gillia Olsn The Mn Seems t Change (Let s Read and Find Out Science 2), by Franklyn Branley What Makes Day and Night (Let s Read and Find Out Science 2), by Franklyn Branley The Planets in Our Slar System (Let s Read and Find ut Science 2), by Franklyn Branley 13 Planets: The Latest View f the Slar System (Natinal Gegraphic Kids), by David Aguilar Sunshine Makes the Seasns (Let s Read and Find Out Science 2), by Franklyn B ranley The Mn Bk, by Gail Gibbns The Reasns fr the Seasns, by Gail Gibbns Field Trips Rger Williams Natural Histry Museum Planetarium Bstn Museum f Science Resurces Slar System Mdel 48