The Sun’s Energy
Cori Roberts and Mary McGorey
Grade Level: Kindergarten
K-PS3-1. Make observations to determine the effect of sunlight on Earth’s surface.
(Clarification Statement: Examples of Earth’s surface could include sand, soil, rocks, and
water.) (Assessment Boundary: Assessment of temperature is limited to relative measures
such as warmer/cooler.)
Lesson Overview:
In this lesson students will conduct an investigation in order to determine the effects of
the sun on Earth’s surfaces. Prior to the investigation, students will explore and recall
their background knowledge about heat and energy from the sun through a children’s
book and brief discussion. In extension, students will use their findings to manipulate an
environment to alter surface temperatures.
After completion of this lesson, students will be able to:
Explain the effect of sunlight on Earth’s surfaces
Measure surfaces’ temperatures in relative terms of warmer/cooler
Describe ways to counteract the sun’s effect on surfaces
Materials:
Pete the Cat: Pete at the Beach by James Dean
Outdoor surfaces– wood chips, grass, sand, rocks, bowl of water
Heat lamps
Crayons
Student worksheets
Enlarged chart
Color thermometer key
Plastic containers
Safety Concerns:
Warn students of heat lamp dangers.
Provide adult supervision at all times around the heat lamp.
1
Instructional Sequence
Engage:
The introduction to this lesson will help students focus on the concept of the sun’s energy
and allow them to recall prior knowledge on this topic.
1. Read children’s book Pete the Cat: Pete at the Beach, by James Dean, aloud to class.
2. Show class a picture of a beach. Ask students to think about a time when they were
barefoot outside during the summer. What did the surface feel like? Was it cool or warm?
Have a brief discussion about comparing surface temperatures. (Concrete vs. grass, dry
sand vs. wet sand, sunny pool deck vs. shady pool deck, etc.)
Explore:
The students will investigate the affect of the sun’s energy on materials representative of
the Earth’s surface.
1. Discuss surface of Earth including rocks, sand, wood chips, grass and water and
present students with samples of these materials. Compare materials in terms of cool and
warm.
2. Ask students to share what they think would happen to each of the samples when left
in the sun.
3. Put one set of these samples outside in the sun or under a heat lamp.
4. Compare the sets of heated materials to unheated materials in relative terms of
warmer/cooler. Compare heated materials to one another in terms of warmer/cooler.
5. Students will record their findings on an observation chart by coloring, choosing
appropriate color to represent temperature, based on color thermometer key. (See chart on
page 4 and color thermometer key on page 5)
Explain:
This activity will allow students to make meaning of the investigation through creation of
a chart and a brief discussion.
1. Recreate chart from student worksheets on white board or poster paper.
2. Call students to fill in chart using color to denote temperature. Ask students specific
questions such as: What did the rocks feel like after they were under the sun (heat lamp)?
Look for answers in terms of cooler or warmer. Continue with the same questions for the
sand, wood chips, water, and grass.
3. Ask students questions comparing the materials when heated, such as: Which felt
warmer, the rocks or the grass?
3. Ask students to explain the overall affect of the sun’s energy on Earth’s surfaces.
2
Elaborate:
To expand upon the investigation, students will manipulate a sample environment made
of sand, stones, grass, wood chips, and water to discover different ways to make surfaces
cooler or warmer.
1. Provide students with a bin full of sand. Add a bowl of water, a pile of stones, wood
chips, and grass. (See example on page 6.)
2. Ask student to compare and contrast the different surfaces to reinforce previous
activity’s findings. Is the grass cooler or warmer than the stones when in the sun (heat
lamp)? Is the water cooler or warmer than the sand when in the sun (heat lamp)?
3. Ask the students for ideas to alter various surfaces’ temperatures. How could we make
the stones cooler? What can we do to cool off the sand?
4. Allow students time to explore the idea and ask them to share their discoveries.
Evaluate:
The teacher will assess students’ understanding and provide feedback throughout the
lesson as well as in a final activity.
1. Students’ individual worksheets
2. Student participation in class chart
3. Using pictures and descriptions to reference various situations, students will answer
questions to demonstrate understanding. First, ask class to describe what the picture
shows. Then, the whole class will provide a response to each question, which can be done
by holding up 1 or 2 fingers or another signal of teacher’s choice. (See examples on
pages 7-8.)
References:
The Siemens Foundation:
http://www.wecanchange.com/sites/wecanchange.com/files/pdf/K-2_Energy.pdf
(URL no longer active, see pages 9-18 for source document used.)
Dean, James. Pete the Cat: Pete at the Beach. HarperCollins, 2013
3
Explore/Explain student observation chart:
Rock
Sand
Wood chips
Grass
Water
4
Temperature color key:
5
Elaborate sample environment:
6
Evaluate questions:
7
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Source document:
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