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Science Enhanced Scope and Sequence Grade 1

Energy from the Sun

Strand Interrelationships in Earth/Space SystemsTopic Investigating the sun as a source of energy and light

Primary SOL 1.6 The student will investigate and understand the basicrelationships between the sun and Earth. Key conceptsincludea 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 byplanning and conducting investigations in whichb observations are made from multiple positions to achieve

a variety of perspectives and are repeated to ensureaccuracy#

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 toanswer %uestions.

Background Information The sun(s radiant energy is absorbed by land! air! and water and turned intothermal energy. Speci"c heat is the amount of heat needed to raise thetemperature of 1 gram of a substance 1 degree )elsius. *ater! land! and airhave di+erent speci"c heat and thus ta,e di+erent amounts of energy tochange their temperatures. *ater has a high speci"c heat-about four timesthan that of air. The speci"c heat of the materials used in this e'periment is asfollows water .10 ,2/,gK# air 3at 45 ) 1.557 ,2/,gK# dry soil 5.05 ,2/,gK.

Therefore! when this e'periment is conducted! results should show that soil willhave 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

Vocabularylight, solar energy, sphere, temperature

Student/Teacher Actions (what students and teachers should be doing to facilitatelearning)

:rior to the lesson! place three 19liter bea,ers on each of three trays. In onebea,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,eron each tray empty. :lace a student thermometer in each bea,er! ma,ing sureit goes all the way to the bottom of the bea,ers with the soil.

Introduction1. 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 astudent 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 thissolid a sphere ! not a circle.

1. Tell the class that we will play a game with the sphere you will start bytossing 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! sothey 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 ofcircle. Cs, students! @Cfter ,eeping the ball in the air! do you "nd you(re alittle out of breathD That is because you(re using energy to ,eep the ballup.A

. Cs, students to thin, of something else they see all the time that isyellow 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 tellhow the yellow ball is li,e a model of the sun.

. ?ave students sit around the model @sun!A and as, them what theyalready ,now about the sun. chart. If students do not mention it! lead them to

mention the heating role of the sun. E'plain that we will do ane'periment to show how the sun a+ects ob$ects we encounter every day.ProcedureSeveral hours prior to the e'periment! place the three prepared trays ofbea,ers in three observation areas! as follows

Crea 1-Sunny area outdoors Crea 4-Shady area outdoors Crea -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 toassist students in recording their observations. Clso! place a cloc, in each areafor students to use to record the observation times. 8ote that this e'perimentis best performed on a sunny day and has a more dramatic e+ect if set upseveral hours ahead of the observation time.

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Science Enhanced Scope and Sequence Grade 1

Assessment Questions

o *hat e+ect did the sun have on the soilDo *hat e+ect did the sun have on the airDo *hat e+ect did the sun have on the waterDo *hy do you thin, the e+ect was not e'actly the same on all threeD

se your measurements to support your answers.o *ere there di+erences between the "rst and second observationsDif so! what may account for these di+erencesD

Journal/Writing Promptso Tell what you thin, would happen if the same e'periment wereperformed on a cloudy day. *ould the results be the sameD E'plainyour thin,ing.

!tensions and "onnections (for all students) )onnect this lesson to Science S > 4. c 3changes in phases of matterwith the addition or removal of energy . Students may not need to ,nowthe vocabulary! but they can be e'posed to the process. )onnect this lesson to Science S > 1.Fa and c 3changes intemperatureJa+ect plants and animals# changes in temperatureJcan beobserved and recorded over time . eview also Science S > K.15 3changeoccurs over time# changes can be observed and measured . E'tend this lesson to plant and animal observations. 3Science S > 1. a!1.7a ?ave students pretend they live in soil li,e worms! and have them tellabout 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 thesoil in a sunny window or in a cold shady part of the roomDA ?avestudents defend their answers by telling how the seed would feel in eachlocation 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 changeif it is done in di+erent seasons. @*ould winter results be di+erent thanhot summer day resultsDA Tell students why this is possible! using visuals.

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*hat do you notice about the temperature in all three areasD

*hat e+ect did the sunshine haveD E'plain.

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