Air, Wind, and Sun
Lesson #5: Air Temperatures
Time Frame: 1 session of 30 minutes
Learning Standards:
Science
Earth and Space Science: Weather
1) Describe the weather changes from day to day and over the seasons.
Earth and Space Science: The Sun as a Source of Light and Heat
1) Recognize that the sun supplies heat and light to the earth and is
necessary for life.
Skills of Inquiry
 Ask questions about objects, organisms, and events in the environment.
 Make predictions based on observed patterns.
 Name and use simple equipment and tools (e.g., rulers, meter sticks,
thermometers, hand lenses, and balances) to gather data and extend the
senses.
 Record observations and data with pictures, numbers, or written statements.
 Discuss observations with others.
Student will be able to:
1) Make predictions about air temperature in different locations, make and
record temperature measurements, and discuss the results.
Anticipatory Set: Draw a picture of the sun on the board and write the word sun
next to the picture. Ask the students to brainstorm ideas about the sun and why
it is important for living things. Discuss the ideas as a class.
Activity:
1) Tell the students that today they will learn about how the temperature of
the air changes. Note: This activity requires outdoor temperature
measurements in sun and shade and must be conducted on a SUNNY
day when students can go outside. Explain that one of the reasons that
the sun is important for life on earth is because it produces heat.
2) Break the students up into four groups (or more, depending on how many
adults are present). Give each student an air temperature record sheet
and explain how to make predictions and record data.
3) In their groups, ask students to make predictions about the air
temperature in different locations. Students will also choose which
locations to test and then place indoor/outdoor thermometers in different
locations in the classroom and outside (make all predictions BEFORE
students place the thermometers). Make the temperature measurements
and discuss the results.
4) If time permits, allow different groups to share their results and compare
and contrast the results of different groups.
Closure: Discuss the following ideas and questions with the students: Where
was the temperature higher outside, in the sun or in the shade? Why? What
would happen to the earth if the sun stopped shining? Why is the sun important
for life on earth?
Assessment: Participation in class discussions and activities (student
worksheet)
Resources and Materials: Indoor/outdoor thermometers, air temperatures
student worksheet
Temperature Extension Activity: Record the temperature on a sunny day and
a cloudy day at the same time and location. Discuss the differences in
temperature and the differences in the amount of light present. Relate
observations to the sun as a source of heat and light.