5.4.8.E.1.a
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Sample Lesson Plan for Science
Fifth through Eighth Grade
Goal: The student will develop earth systems science skills in the area of energy in earth systems.
CPI: Explain how energy from the Sun is transformed or transferred in global wind circulation, ocean circulation, and the water cycle.
5.4.8.E.1
ACSSSD Objective: Identify the Sun, wind, ocean, atmosphere, water and plant. 5.4.8.E.1.a
Activity: Students will research how the Sun’s energy is a component in wind/water circulation and the water cycle. Assign students
to study groups of two or three members. Using references from the classroom or library, each group should determine how energy
from the Sun plays a role in wind/ocean circulation and the water cycle. Groups can report their findings to the rest of the class in a
PowerPoint presentation and/or a poster that diagrams how energy from the Sun is transferred into other physical processes. After
each group presents their findings, students will have time to ask each other questions about their research projects.
Modifications
Materials
Assessment
Cross Content Areas
1. Computer
1. Rubric
Language Arts
1. Students will work independently on
Smartboard
Quiz
Social Studies
each of the BrainPOP activities. A
BrainPOP
Technology
teacher created worksheet based on
BrainPOP’s provided discussion list will
be given to students. Students will
identify and define the words Sun, wind,
ocean, atmosphere, water and plant in a
teacher created worksheet. A quiz will
be taken independently and online at the
end of the lesson as assessment. A hard
copy will be printed out for teacher to
keep for their records.
 http://www.brainpop.com/science/
space/sun/preview.weml
 http://www.brainpop.com/science/
5.4.8.E.1.a

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earthsystem/oceans/preview.weml
http://www.brainpop.com/science/
weather/wind/preview.weml
2. Students will work in groups of 2 or 3
to complete the following BrainPOP
activities and answer discussion
questions.
 http://www.brainpop.com/science/
space/sun/preview.weml
 http://www.brainpop.com/science/
earthsystem/oceans/preview.weml
 http://www.brainpop.com/science/
weather/wind/preview.weml
Students will identify and define the
words Sun, wind, ocean, atmosphere,
water and plant on a teacher created
worksheet. After watching each short
video, students can be divided into two
teams and take the quizzes together as a
class, set up in a game-like format.
3. With staff assistance (full physical
prompt, partial physical prompt, verbal
prompt, positional prompt, gestural
prompt, visual prompt, natural prompt,
modeling) and the use of picture symbols
and augmentative communication devices
(if necessary), students will identify ways
that the Sun’s energy has an effect on the
2. Computer
Smartboard
BrainPOP
2. Rubric
Quiz
3. 18”x 36” pieces of butcher
paper or newsprint
3. Rubric
Worksheet
Crayons, poster paint, or
markers
Staples and stapler
Old newspaper or shredded
5.4.8.E.1.a
Earth. It should be discussed that the Sun
is the primary source of all energy on
Earth and it radiates energy in the form of
heat and light. Solar energy drives the
water cycle; it is used by plants to
provide the world’s food energy; and it
was the primary force in the formation of
fossil fuels-coal, oil, and natural gas. It
also creates winds and ocean currents.
Using picture symbols, students will
identify the Sun, wind, ocean, water and
plants and match pictures on teacher
created worksheet. Recommended
reading: The Sun: Our Nearest Star by
Franklyn Branley.
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paper
String
Picture symbols
Teacher created worksheet
Book: The Sun: Our Nearest
Star by Franklyn Branley