1. Changes on the Sun cause changes on the Earth Supporting knowledge… o The earth’s magnetic field is affected by the Sun o The Sun’s magnetic field is not constant o Sun-Earth connection has an effect on humans – tech, aurora, etc o Sun-Earth connection can be detected by technology Key Concepts What we want the students to know 50 years from now

2. An invitation to students Create interest and generate curiosity Hook – On the Fence Activity Ask a series of questions to the group that gauge understanding and pre-knowledge as well as stimulate interest in the topic.

3. Concept Inventions…… Why is it possible to determine the size and shape of the magnetic field with a compass?

4. Further exploration How can we influence the shape of a magnetic field?

5. Further exploration How can we influence the shape of a magnetic field? First… o Attach electromagnet to the battery clip o insert battery o prove that it is a magnet

6. Further exploration How can we influence the shape of a magnetic field? Next… o Continuation of magnetic field map  With the original magnet on drawn map, pace a second electro-magnet to the side and remap in a different color over top of first field Our object is to show that one field influences another in strength and shape

7. Application/Discussion/Question Then how could the Sun’s magnetic field influence or change the Earth’s magnetic field when it is so far away? (hint: If one magnetic field can influence another…) o Think-Pair Share

8. Application/Discussion/Question Now we know what the Earth’s field looks like and can talk about the shape being created and changed due to the Sun’s activity… What evidence is available to us in AK that can be used to support the idea that there is an interaction between the solar storms and Earth?

10. o Aurora o What else?

11. Tie to THEMIS Auroras, Substorms, Magnetic Fields – Oh My! o 5 small satellites, ground-based magnetic field sensors, ground-based cameras looking up (horizon to horizon, ‘all-sky’) o Discovered the timing of events that cause the large energy release in Earth’s magnetosphere that cause auroras to suddenly dance around the sky. o Now two satellites off to the moon, 3 remain to study more about Earth’s magnetosphere. o Ground-based magnetometers still operational.

12. Tie to THEMIS Using THEMIS ground-based magnetic data in your classroom o Information storage and availability o Web archive and real time data plots o http://ds9.ssl.berkeley.edu/classroom_geons_dat a.htm http://ds9.ssl.berkeley.edu/classroom_geons_dat a.htm

13. Basic description of the plots There are many different ways the data are plotted. We use the 24-hr xyz plots with students o X is the important part for this study o Changes in the x are the result of changes in the Earth’s magnetic field.

14. Application of THEMIS data Activity o 12 groups total. o Each group will get a collection of daily xyz plots that include all ranges of field changes o Rank or range the plots for levels of magnetic field change (from greatest magnetic field changes to least magnetic field changes.)

15. Share and Discussion time - Are your plots ordered in increasing levels of ‘wiggle’? Active = many wiggles Quiet = straight line o What could have cause the ‘wiggles’? o Adopt a Magnetometer!

16. Next Question - From what we have learned from the plots and the connection to the Sun… Do you think the Sun’s output is constant? o How do we know? What is our evidence? o Example of student work

17. Reflection - Back on the Fence….  Even though we know more – there is still lots more  Some of these questions are addressed by THEMIS  Some by many other NASA missions  Sill lots more to come………

18. Continuation? Want to know more or continue? o THEMIS activity guides o GEMS solar system sequence o SOHO mission and data o Spaceweather.com news articles o NOAA data and explorations o NASA projects