Unit: The Solar System

Lesson 5:  Go Green with the Sun!

Technology and Design

Grade:  3

 

 

MST State Standards:

  • Standard 1: Analysis, Inquiry, and Design

1.      Engineering design is an iterative process involving modeling and optimization finding the best solution within given constraints which is used to develop technological solutions to problems within given constraints.

·         Describe objects, imaginary or real, that might be modeled or made differently and suggest ways in which the objects can be changed, fixed, or improved.

·         Generate ideas for possible solutions, individually and through group activity; apply age-appropriate mathematics and science skills; evaluate the ideas and determine the best solution; and explain reasons for the choices.

·         Plan and build, under supervision, a model of the solution using familiar materials, processes, and hand tools.

  • Standard 4:  Science

Physical Setting

    1. The Earth and celestial phenomena can be described by principles of relative motion and perspective.

o       1.1a. Natural cycles and patterns include:

ü      Earth spinning around once every 24 hours (rotation), resulting in day and night

ü      Earth moving in a path around the Sun (revolution), resulting in one Earth year

ü      The length of daylight and darkness varying with the seasons

ü      Weather changing from day to day and through the seasons

ü      The appearance of the Moon changing as it moves in a path around Earth to complete a single cycle

o       1.1b. Humans organize time into units based on natural motions of Earth:

ü      Second, minute, hour

ü      Week, month

o       1.1c. The Sun and other stars appear to move in a recognizable pattern both daily and seasonally.

4.      Energy exists in many forms, and when these forms change energy is conserved.

o       4.1a Energy exists in various forms: heat, electric, sound, chemical, mechanical, light.

o       4.1b Energy can be transferred from one place to another.

5.      Energy and matter interact through forces that result in changes in motion.

o       5.1a. The position of an object can be described by locating it relative to another object or the background (e.g., on top of, next to, over, under, etc.).

o       5.1c. The force of gravity pulls objects toward the center of Earth.

Integrated Standards:

  • ELA Standard 1:  Students will read, write, listen, and speak for information and understanding.

Unifying Idea(s) or Dimension(s):

  • Science in Personal and Social Perspectives
  • Structure and Function
  • Models

Objectives:  SWBA to…

  • Describe how the sun heats Earth.
  • Design a solar powered machine.
  • Explain how a solar panel works.
  • Name the numerous benefits of solar energy.

Aim:

  • How does the sun affect Earth?  How does solar energy work?

Materials:

  • Mini solar racer car (can be found here http://www.electronickits.com/robot/CK21671.htm)
  • Smartboard
  • Images of solar panels, and solar powered items
  • Solar video- http://pagesperso-orange.fr/prof.danglais/animations/solarcells/index.htm
  • Drawing paper
  • Pencils, Crayons, Markers
  • Guided Checklist
  • Exit cards

 

Safety Procedures:  No experiment taking place that requires safety procedures.

                                       

Assessment:

  • Students will be informally assessed by the teacher throughout the lesson using comprehensive and inquiry based questions.
  • Assessment will take place while students present their solar designs to the class.  Students will be evaluated on their oral presentation, as well as the completion of their guided checklist.
  • Students will also be assessed informally after the lesson.  The teacher will distribute index sized sticky notes to each student, and ask them to write at least three facts that they have learned from today’s lesson on solar panels.

Procedure (5-E Cycle):

Engage and Explore:

  1. The teacher will begin with a review from the previous lesson on how the sun affects Earth.  He or she will ask students comprehensive questions, and have them share some facts from the previous lesson.
  2. Almost all life forms on Earth (plants, animals, humans) depend on light from the sun for energy.
  3. (If on a sunny day) As a class the teacher will lead students outside to the school’s blacktop surface.  He or she will then ask students to stand around in a semi-circle and to simply observe what is about to take place.  The teacher will place the mini solar racer on the ground in the shadow of his or her leg.  When ready, he or she will remove the shadow to allow for the sun to power the racer into motion.
  4. This process of removing the shadow will continue for several trials in order to allow for students to observe and determine why the car continues to move.  Hopefully, if students did their previous homework assignment and researched solar energy they will know the answer quickly.
  5. After the hypothesizing, the teacher will briefly explain how the racer works.  But the class will then head inside for a more in depth explanation and discussion.

Explain:

  1. Once back in the classroom the teacher will use the smartboard to display different images of solar panels alone, as well as solar panels in use.  The teacher will ask students about what they discovered while researching solar energy, and if the panels look familiar.
  2. The class will engage in a solar panel discussion on the benefits, uses, and how it works. For a great visual explanation, students will watch a video on the smartboard- http://pagesperso-orange.fr/prof.danglais/animations/solarcells/index.htm

Expand:

  1. Once students understand the material, the teacher will assign the design project to students.  Students will be asked to design, on paper, a solar powered machine, house, car, etc.  Students are to work alone to create their own design.  They are allowed to get as creative as they want.  Students will also have a checklist to follow as a guide.
  2. Students will present their final designs to the rest of the class once they are finished.

Evaluate:

10.  The teacher will evaluate students on their designs while they present the drawing and explain the functions to the class.  The evaluation will be based on the completion of the guided checklist, and the oral presentation.

Key Questions:

  • What does “solar” mean?
  • How is the sun used for energy?
  • How does a solar panel work?
  • What are the benefits of solar energy?
  • How important to the environment are solar panels?

Adaptations for Special Need & enrichment differentiation

  • Images on the smartboard will help those students with special needs, as well as anyone else that has trouble grasping the concepts, to understand the lesson.  They work as a visual aid, as well as the solar video.  The solar video is also one of the most helpful videos that I have found; it even helped clarify the process for me.

 

Follow-up Assignments

  • If students have finished their designs earlier than others, those students will be asked to complete an exit card of at least 3 new facts they have learned today.
  • For homework, students should still be continuing their Phases of the Moon calendar.

Reflection and Revision:

  • Do students understand solar panels?  Do they understand the importance of them, and the many uses?