The Sun and Energy

1. The Sun and Energy Michelle David Michelle VanTuyl

2. GLCE • K-PS3-2. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.* [Clarification Statement: Examples of structures could include umbrellas, canopies, and tents that minimize the warming effect of the sun.]

3. Lesson Overview • After this lesson, the students will be able to: • Explain the effect the sun has on the Earth. • Explain how shade effects an area. • Know examples of sun shelters. • Know how to construct a sun shelter.

4. Materials • Construction paper • Scissors • Glue • Tape • Popsicle sticks • Toilet paper/paper towel rolls • String/yarn • Other craft materials

5. Engage • Begin by asking the students how they protect their body from the sun. • Some answers may be hats, umbrellas, trees, etc. • Use this link to show the students different examples of shade and have them point out where the shade is; http://www.aahealth.org/pdf/shade.pdf • Then, have the students think of places at their house or at school that create shade.

6. Explore • To explore the concept further, pose the focus question: how does the sun effect the Earth’s surface? Put out samples of soil, rocks, water, and sand so that the students can make predictions about how the sun effects each surface. Record the students’ predictions on the chalkboard. • Place a sample of each “surface” inside and away from sun/heat as to represent the surfaces under a sun shelter. • Place a sample of each “surface” under a heat lamp/in the sun for 20 minutes. (if you use a heat lamp, be sure to tell the students that the heat lamp represents the sun).

7. Explore (continued) • When the 20 minutes are up, have the students line up in front of the samples that were underneath the heat lamp. Have them walk by each sample and hold their hand out to feel if there is heat coming off of it, or if it is cool to touch. Have the students record/draw on their worksheet which samples were warm and which ones were cool. • Take the “sun sheltered” samples out and repeat the previous steps of having them feel the samples and record/draw their observations.

8. Explain • Ask the following discussion questions: • How did the different samples change after 20 minutes under the heat lamp/in the sun? • Which sample is hotter? • Which sample is cooler? • Return to the original discussion question: how does the sun effect the Earth’s surface?

9. Elaborate • In this activity, students will create their own sun shelters using the materials provided. • Before the designing and building processes begin, walk around the school grounds and have the students notice the construction of the shelters already in place. • Give the students time to discuss how they want to construct their shelter. When the students are done, have them present their shelter to the rest of the class.

10. Evaluate • One way to evaluate the students is to observe the student groups as they work together and construct their sun shelters. • Another way to evaluate would be for the students to fill out the reflection section on their activity worksheet.

11. References • Lesson plan/Activity worksheets: http://www.wecanchange.com/sites/wecanchange.com/files/pdf/K-2_Energy.pdf • Engage activity visual: http://www.aahealth.org/pdf/shade.pdf