HOW DOES SUNLIGHT AFFECT THE EARTH

Students are read a book where they discuss saving energy. Students go outside to explore the heating effect of the sun on different surfaces. They then design and build a device to lessen the effect of the heat from the sun on a surface.

K-ESS3-3 - Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.

K-PS3-13 - Make observations to determine the effect of sunlight on Earth’s surface.

K-PS3-2 - Use tools and materials provided to design and build a structure that will reduce the warming effect of sunlight on an area.

ELA/Literacy
W.K.2
W.K.7

Mathematics
K.MD.A.2

DAY AND NIGHT ELECTRIC LIGHT

Students view a video and create a Venn Diagram of things that are seen in the daytime, in the nighttime, and in both. They trace shadows a few times throughout the day to see how they change. They learn about the causes of day and night and how humans manipulate the environment at night for our own needs through the use of electricity. The teacher reads the book "Rosa and Effy’s Adventure", noting the night sky, shadows, and the use and abuse of electricity. Students then design and build a device to keep an ice cube from melting comparing their results to a control to determine effectiveness.

1-ESS1-1 - Use observations of the sun, moon, and stars to describe patterns that can be predicted.

K-2 ETS1-1- Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

K-2 ETS1-3- Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

ELA/Literacy
RI.2.1
W.2.6
W.2.8

Mathematics
MP.2
MP.4
MP.5
2.MD.D.10      

SOUND AND LIGHT ARE ENERGY

Students begin by viewing a video of dancing oobleck sharing observations. They perform stations on sound sharing their observations and then developing explanations. Students examine shadow art as an introduction to light and perform a light exploration lab. They gather explanations through books and video. Finally, students discuss and then design a way to communicate across a distance with light and/or sound.

1-PS4-1  - Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.

1-PS4-2  - Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated.

1-PS4-3  - Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light.

1-PS4-4  - Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.

HEATING AND COOLING OF MATTER

Students sort a variety of materials. They make observations of a solid, a liquid, and a gas, view a video or read a book about them, and make a chart comparing the properties of each. Students also determine if objects that change a state of matter can be returned to their original form or not..

2-PS1-1 - Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

2-PS1-4 - Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

ELA/Literacy:
W.2.7
W.2.8
RI.2.1
RI.2.3
RI.2.8
W.2.1

Mathematics
MP.4 2.
MD.D.10

WHAT DO PLANTS NEED?

Students view a time-lapsed video of a seed germinating and growing. They plan and conduct an experiment to test the need of a plant for sunlight or for water and then share their results. Students read a book and view a video about the needs of plants. They then brainstorm things that can trace their energy back to the sun.

2-LS2-1 - Plan and conduct an investigation to determine if plants need sunlight and water to grow.