Science Enhanced Scope and Sequence Grade 1

Energy from the Sun

Strand Interrelationships in Earth/Space Systems
Topic Investigating the sun as a source of energy and light
Primary SOL 1.6 The student will investigate and understand the basic
relationships between the sun and Earth. Key concepts
include
a the sun is the source of energy and light that warms the
land! air! and water.
Related SOL 1.1 The student will demonstrate an understanding of
scienti"c reasoning! logic! and the nature of science by
planning and conducting investigations in which
b observations are made from multiple positions to achieve
a variety of perspectives and are repeated to ensure
accuracy#
d simple tools are used to enhance observations#
e length! mass! volume! and temperature are measured
using nonstandard units#
f inferences are made and conclusions are drawn about
familiar ob$ects and events#
g a %uestion is developed from one or more observations#
h predictions are made based on patterns of observations#
i observations and data are recorded! analy&ed! and
communicated orally and with simple graphs! pictures!
written statements! and numbers#
$ simple investigations and e'periments are conducted to
answer %uestions.
Background Information
The sun(s radiant energy is absorbed by land! air! and water and turned into
thermal energy. Speci"c heat is the amount of heat needed to raise the
temperature of 1 gram of a substance 1 degree )elsius. *ater! land! and air
have di+erent speci"c heat and thus ta,e di+erent amounts of energy to
change their temperatures. *ater has a high speci"c heat-about four times
than that of air. The speci"c heat of the materials used in this e'periment is as
follows. water /.101 ,2/,gK# air 3at 456) 1.557 ,2/,gK# dry soil 5.05 ,2/,gK.
Therefore! when this e'periment is conducted! results should show that soil will
have the highest temperature! then air! and then water.
Materials
Three trays
8ine 19liter clear bea,ers or containers
:otting soil
*ater
8ine student thermometers
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Science Enhanced Scope and Sequence Grade 1
>arge yellow ball
Three cloc,s 3analog or digital
Energy from the Sun handout 3attached
Vocabulary
light, solar energy, sphere, temperature
Student/Teacher Actions (what students and teachers should be doing to facilitate
learning)
:rior to the lesson! place three 19liter bea,ers on each of three trays. In one
bea,er on each tray! place 1// liter of water. In another bea,er on each tray!
put in soil to the same level as the water is in its bea,er. >eave the third bea,er
on each tray empty. :lace a student thermometer in each bea,er! ma,ing sure
it goes all the way to the bottom of the bea,ers with the soil.
Introduction
1. Introduce the lesson with this high energy activity 3best done outside.
?ave students form a circle around you. ?old a large yellow ball up high!
and as, students what shape they see when loo,ing at the ball. )all on a
student on all four sides of the ball to see if all answer @circle.A Then!
e'plain to students that because the ball is not a Bat shape! we call this
solid a sphere! not a circle.
1. Tell the class that we will play a game with the sphere. you will start by
tossing the ball into the air! and they must try to ,eep it in the air without
leaving their places in the circle. *hen the game becomes %uite frantic!
remind students that they may not leave their places in the circle! so
they must try to ,eep the ball in the center of the circle.
4. Cfter several minutes of play! stop the play and stand in the center of
circle. Cs, students! @Cfter ,eeping the ball in the air! do you "nd you(re a
little out of breathD That is because you(re using energy to ,eep the ball
up.A
1. Cs, students to thin, of something else they see all the time that is
yellow and loo,s li,e a circle but is actually a sphere. Cccept all answers!
and if necessary! prompt them to answer @the sun.A Cs, students to tell
how the yellow ball is li,e a model of the sun.
/. ?ave students sit around the model @sun!A and as, them what they
already ,now about the sun. <isplay reasonable answers! which will
begin to create a K9*9> chart. If students do not mention it! lead them to
mention the heating role of the sun. E'plain that we will do an
e'periment to show how the sun a+ects ob$ects we encounter every day.
Procedure
Several hours prior to the e'periment! place the three prepared trays of
bea,ers in three observation areas! as follows.
Crea 1-Sunny area outdoors
Crea 4-Shady area outdoors
Crea 1-In the classroom away from direct sunlight
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Science Enhanced Scope and Sequence Grade 1
>abel each bea,er according to its area number and its contents in order to
assist students in recording their observations. Clso! place a cloc, in each area
for students to use to record the observation times. 8ote that this e'periment
is best performed on a sunny day and has a more dramatic e+ect if set up
several hours ahead of the observation time.
1. <istribute copies of the attached Energy from the Sun handout. E'plain
the three observations areas! and remind students that the purpose of
this e'periment is to show how the sun a+ects similar items sitting in the
three di+erent areas.
7. ?ave students predict the answer to the %uestion! @?ow will the sun
a+ect the water! soil! and air in our three observation areasDA ?ave
students ma,e a few predictions! based on what they already ,now.
6. Cllow students to visit each area in three groups to ma,e observations.
38ote. If classroom assistance is available! the three groups may wor, in
the three areas simultaneously and then rotate. Etherwise! have the
whole class visit each area and then wor, in small groups to complete the
activity. Ct each location! encourage students to wor, together to read
the cloc, and record the time of the observations and to read the
thermometers and record the temperatures in the three bea,ers.
F. Gather students! and discuss initial "ndings from the "rst observations.
<uring discussion! let enough time elapse so that temperatures outside
may change.
0. ?ave students do a second round of observations and again record their
"ndings. 3This will complete the observations! so all materials can be
brought bac, into the classroom.
H. Cfter completing the "nal observations! return to the classroom! and
compare all "ndings. <iscuss di+erences between the locations at the
same time! and have students brainstorm how these di+erences a+ected
the temperatures. ?ave students e'plain the e+ect of the sun on the
bea,ers in the sunny location versus those in the shade and/or inside.
<iscuss why the sun has this e+ect. 3The sun is the source of energy and
light that warms the land! air! and water on Earth. Cs,! @<o you thin, the
empty bea,er contained anythingD If so! whatD In the sunny area
bea,ers! which one had the highest temperatureD *hich one had the
lowestD *hy do you thin, this is soD
15. Tell students that this e'periment illustrates the sun(s e+ect on
Earth(s water! soil! and air. <iscuss whether the "ndings support
students( original predications. @<id the sun have an e+ect on all three
contents in each locationD *as there a di+erence between the "rst and
second observationsD If so! what may account for that di+erenceDA
11. )ontinue with the assessment %uestions at the bottom of the
handout.
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Science Enhanced Scope and Sequence Grade 1
Assessment
Questions
o *hat e+ect did the sun have on the soilD
o *hat e+ect did the sun have on the airD
o *hat e+ect did the sun have on the waterD
o *hy do you thin, the e+ect was not e'actly the same on all threeD
Ise your measurements to support your answers.
o *ere there di+erences between the "rst and second observationsD
if so! what may account for these di+erencesD
Journal/Writing Prompts
o Tell what you thin, would happen if the same e'periment were
performed on a cloudy day. *ould the results be the sameD E'plain
your thin,ing.
!tensions and "onnections (for all students)
)onnect this lesson to Science SE> 4.1c 3changes in phases of matter
with the addition or removal of energy. Students may not need to ,now
the vocabulary! but they can be e'posed to the process.
)onnect this lesson to Science SE> 1.Fa and c 3changes in
temperatureJa+ect plants and animals# changes in temperatureJcan be
observed and recorded over time. Keview also Science SE> K.15 3change
occurs over time# changes can be observed and measured.
E'tend this lesson to plant and animal observations. 3Science SE> 1./a!
1.7a
?ave students pretend they live in soil li,e worms! and have them tell
about a day in their life when it is hot or cold.
Cs, students! @*ould it be better to set a pot with a seed planted in the
soil in a sunny window or in a cold shady part of the roomDA ?ave
students defend their answers by telling how the seed would feel in each
location and e'plaining which area would help the seed to sprout "rst.
Strategies for #ifferentiation
?ave students suggest ways the results of this e'periment may change
if it is done in di+erent seasons. @*ould winter results be di+erent than
hot summer day resultsDA Tell students why this is possible! using visuals.
<emonstrate how the sun can heat foods we eat by using
marshmallows and chocolate to ma,e @Sunshine S(mores.A Lrea, graham
crac,ers into halves! and put a marshmallow on one half and a small
chocolate bar on the other. :lace on small paper plates! cover with plastic
wrap! place outdoors in the sun or in a sunny window sill! and allow time
for both substances to melt in the sun. ?ave students ma,e observations
and write brief descriptions at three times during the day. Then! uncover
and mash the two halves together to ma,e a science9review treat.
;irginia <epartment of Education = 4514
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Science Enhanced Scope and Sequence Grade 1
Energy from the Sun
8ame. <ate.
OBSER!T"O#S $
Location Time
Temperatu
re
of !ir
Temperatu
re
of Water
Temperatu
re
of Soil
Crea 1.
Sunny
area
outdoors
%%%%&%%%
%
%%%%%' %%%%%' %%%%%'
Crea 4.
Shady
area
outdoors
%%%%&%%%
%
%%%%%' %%%%%' %%%%%'
Crea 1.
Shady
area in
classroom
%%%%&%%%
%
%%%%%' %%%%%' %%%%%'
OBSER!T"O#S (
Location Time
Temperatu
re
of !ir
Temperatu
re
of Water
Temperatu
re
of Soil
Crea 1.
Sunny
area
outdoors
%%%%&%%%
%
%%%%%' %%%%%' %%%%%'
Crea 4.
Shady
area
outdoors
%%%%&%%%
%
%%%%%' %%%%%' %%%%%'
Crea 1.
Shady
area in
classroom
%%%%&%%%
%
%%%%%' %%%%%' %%%%%'
;irginia <epartment of Education = 4514
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Science Enhanced Scope and Sequence Grade 1
*hat do you notice about the temperature in all three areasD
*hat e+ect did the sunshine haveD E'plain.
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