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Unit Plan Overview Name: Kelly Bartashnick Unit Topic: Renewable Energy/ Solar Grade Level: 1st Length: 5 days Unit Overview: – Students will learn basic information about renewable and nonrenewable energy. They will then conduct a few simple experiments with the focus on solar energy. This unit will fit nicely into the curriculum we have in place. We already cover the 3 R’s, conserving energy, density (sink and float), weather (temperature), plants and their needs, and the sun as the primary energy source of all living things. Resources: MEECS (Michigan Environmental Education Curriculum Support), Energy Resources Websites: • www1.eere.energy.gov/education/lessonplans (Solar Energy from the Sun Teacher’s Guide) •www.eia.doe.gov/kids/energy Standards: Science: S.IP.01.11 Make purposeful observation of the natural world using the appropriate senses. S.IP.01.12 Generate questions based on observations. S.IP.01.13 Plan and conduct simple investigations. S.IP.01.14 Manipulate simple tools (for example: hand lens, pencils, rulers, thermometers, rain gauges, balances, non-standard objects for measurement) that aid observation and data collection. S.IP.01.15 Make accurate measurements with appropriate (non-standard) units for the measurement tool. S.IP.01.16 Construct simple charts from data and observations. S.IA.01.12 Share ideas about science through purposeful conversation. S.IA.01.13 Communicate and present findings of observations. S.IA.01.14 Develop strategies for information gathering (ask an expert, use a book, make observations, conduct simple investigations, and watch a video). S.RS.01.11 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. S.RS.01.12 Recognize that science investigations are done more than one time. E.ES.01.11 Identify the sun as the most important source of heat which warms the land, air, and water of the Earth. E.ES.01.12 Demonstrate the importance of sunlight and warmth in plant growth E.ES.01.21 Compare daily changes in the weather related to temperature (cold, hot, warm, cool); cloud cover (cloudy, partly cloudy, foggy) precipitation (rain, snow, hail, freezing rain); wind (breezy, windy, calm). E.ES.01.31 Identify the tools that might be used to measure temperature, precipitation, cloud cover and wind. Language Arts: R.CM.01.04 apply significant knowledge from grade-level science, social studies, and mathematics texts. W.GR.01.01 in the context of writing, correctly use complete simple sentences beginning with a capital letter and ending with a period, question mark, or exclamation point and capitalize first and last names, and the pronoun I. W.SP.01.01 in the context of writing, correctly spell frequently encountered one-syllable words from common word families. W.SP.01.02 in the context of writing, correctly spell less frequently encountered words using structural cues (letter/sound, rimes) and environmental sources (word walls, word lists). W.HW.01.01 legibly write upper and lower case manuscript letters. S.CN.01.01 use common grammatical structures correctly when speaking including singular and plural nouns, singular possessive pronouns, simple contractions, and conjunctions to express relationships (e.g., because, if, after, and inflected endings).

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S.CN.01.02 explore and use language to communicate with a variety of audiences and for different purposes including making requests, solving problems, looking for solutions, constructing relationships, and expressing courtesies. S.CN.01.03 speak effectively maintaining appropriate posture, eye contact, and position using props such as photographs or illustrations in narrative and informational presentations. S.CN.01.04 present in standard American English if it is their first language. S.DS.01.01 engage in substantive conversations, remaining focused on subject matter, with interchanges building on prior responses in literature discussions, paired conversations, or other interactions. Key Topics/Lessons: Day 1: Coal Mining in a Cookie Day 2: Candy Energy Activity Day 3: The Sun is Energy Day 4: Heat is Energy Day 5: Solar Balloons Assessment Tools: Cookie Map and Chart, Journal responses, presentations, Classroom discussions and responses Day: 1 Coal Mining in a Cookie Science: Content Expectations: S.IP.01.11 Make purposeful observation of the natural world using the appropriate senses. S.IP.01.12 Generate questions based on observations. S.IP.01.13 Plan and conduct simple investigations. S.IP.01.14 Manipulate simple tools (for example: hand lens, pencils, rulers, thermometers, rain gauges, balances, non-standard objects for measurement) that aid observation and data collection. S.IP.01.16 Construct simple charts from data and observations. S.IA.01.12 Share ideas about science through purposeful conversation. S.IA.01.13 Communicate and present findings of observations. S.IA.01.14 Develop strategies for information gathering (ask an expert, use a book, make observations, conduct simple investigations, and watch a video). S.RS.01.11 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. Language Arts: Content Expectations: S.CN.01.01 use common grammatical structures correctly when speaking including singular and plural nouns, singular possessive pronouns, simple contractions, and conjunctions to express relationships (e.g., because, if, after, and inflected endings). S.CN.01.02 explore and use language to communicate with a variety of audiences and for different purposes including making requests, solving problems, looking for solutions, constructing relationships, and expressing courtesies. S.CN.01.04 present in standard American English if it is their first language. S.DS.01.01 engage in substantive conversations, remaining focused on subject matter, with interchanges building on prior responses in literature discussions, paired conversations, or other interactions. Length: 45 minutes Learning Objectives:

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Students will be able to understand what nonrenewable resource means. Students will be able to realize how mining for coal changes the earth. Students will be able to know the value of nonrenewable resources. Students will be able to recognize that some nonrenewable resources are easier to access then others. Materials: “Chocolate Chip Cookie Mining” activity modified from www.eia.doe.gov/kids/energy (attached at end of unit) 2 different kinds of chocolate chip cookies (for example: Chips Ahoy and Soft Batch) 2 toothpicks 2 napkins Copy of student activity for each student (leave back empty for drawing) Resources: http://www.eia.doe.gov/kids/energy Procedure: 1.Explain that coal is a nonrenewable energy resource. Discuss how it was formed and where it comes from. If you need additional information research this ahead of time and/or use the information on the Chocolate Chip Cookie Mining page (attached and on website). 2. Discuss nonrenewable resources and what nonrenewable means. 3. Explain that coal is a nonrenewable resource that must be mined. Describe the process of mining. 4. Explain to students that they will be mining “coal” from two different land sites and then comparing their findings. 5. Introduce students to their land sites (making it very clear which cookie is to be Cookie A and Cookie B) and mining tools. Remind students that they are not to eat the cookies until they are finished and given permission. 6. Have students trace their cookies on their paper, drawing in the chocolate chip locations they can see on the top and sides. 7. Have students count and record in the chart the number of chocolate chips they can see on the top and sides only. 8. Explain to students before they begin mining their “coal” that they want to get as many whole pieces of chocolate chips as possible and also to do as little damage to the cookie around it. 9. Let students begin on Cookie A. 10. When they are finished have them document how many chocolate chips they discovered. 11. Have them put their cookies back together to see how much damage they did to their land site and compare it to their drawing of the original cookie. 12. Have students repeat the entire process on Cookie B. 13. Create a chart on the board and have students share their findings, listing class totals. 14. Compare and discuss results. 15. Let students eat cookies☺ 16. Ask students which cookie was easiest to mine? Which had the most coal/chips? Explain how this is similar to coal mining. 17. Ask where the coal was located that was easiest to mine? Where was it most difficult? Discuss the difference between the coal underground in compared to on the surface. 18. Have students describe their reclaimed cookies and how they appeared after they were done mining. Did the reclaimed land look the same as it had before? Take this time to discuss reclaimed land and its significance. Day 2: Candy Energy Activity Science: Content Expectations S.IP.01.12 Generate questions based on observations. S.IP.01.13 Plan and conduct simple investigations. S.RS.01.11 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities.

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S.RS.E.1 Reflecting on knowledge is the application of scientific knowledge to new and different situations. Reflecting on knowledge requires careful analysis of evidence that guides decision-making and the application of science throughout history. S.IA.01.13 Communicate and present findings of observations. S.IA.01.12 Share ideas about science through purposeful conversationS.IA.E.1 Inquiry includes an analysis and presentation of findings that lead to future questions, research, and investigations. E.ES.01.12 Demonstrate the importance of sunlight and warmth in plant growth Language Arts: Content Expectations: R.NT.01.03 identify problem/solution, sequence of events, and sense of story (beginning, middle, and end). R.NT.01.05 respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding. R.CM.01.01 make text-to-self and text-to-text connections and comparisons by activating prior knowledge and connecting personal knowledge and experience to ideas in text through oral and written responses. R.CM.01.04 apply significant knowledge from grade-level science, social studies, and mathematics texts. W.GR.01.01 in the context of writing, correctly use complete simple sentences beginning with a capital letter and ending with a period, question mark, or exclamation point and capitalize first and last names, and the pronoun I. W.SP.01.02 in the context of writing, correctly spell less frequently encountered words using structural cues (letter/sound, rimes) and environmental sources (word walls, word lists). Length: 45 minutes Learning Objectives: 1. Students will be able to gather information about how energy use has increased through the years. 2. Students will be able to discover that not conserving energy can eventually lead to nonrenewable energy shortage or even running out. 3. Students will be able to display their ability to follow directions in a small group. Materials: • Skittles (5 colors = groups of 5) or m&ms (6 colors= groups of 6) (king size bag for each group or a large bag (about a handful per group) • MEECS Lesson 1 adaptation Candy Energy Activity (included) • Stopwatch to keep track of every 5 seconds •Dixie cups (one per student) • Scissors Resources: MEECS (Michigan Environmental Education Curriculum Support), Energy Resources Procedure: 1. Introductory Activity 2. Go over and model the activity, check for understanding 3. Put approximately a handful of candy in the middle of each group’s table. 4. Give each child a Dixie cup. 5. Begin timer (call out every five seconds) 6. Have students gather up candy according to the information on card.

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Day 3: The Sun is Energy Length: 45 minutes (conclude in additional 15 minutes two weeks later) Science: Content Expectations: S.IP.01.11 Make purposeful observation of the natural world using the appropriate senses. S.IP.01.12 Generate questions based on observations. S.IP.01.13 Plan and conduct simple investigations. S.IP.01.15 Make accurate measurements with appropriate (non-standard) units for the measurement tool. S.IP.01.16 Construct simple charts from data and observations. S.IA.01.12 Share ideas about science through purposeful conversation. S.IA.01.13 Communicate and present findings of observations. S.RS.01.11 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. S.RS.01.12 Recognize that science investigations are done more than one time. E.ES.01.11 Identify the sun as the most important source of heat which warms the land, air, and water of the Earth. E.ES.01.12 Demonstrate the importance of sunlight and warmth in plant growth . ELA: Content Expectations: R.CM.01.04 apply significant knowledge from grade-level science, social studies, and mathematics texts. S.CN.01.01 use common grammatical structures correctly when speaking including singular and plural nouns, singular possessive pronouns, simple contractions, and conjunctions to express relationships (e.g., because, if, after, and inflected endings). S.CN.01.02 explore and use language to communicate with a variety of audiences and for different purposes including making requests, solving problems, looking for solutions, constructing relationships, and expressing courtesies. S.CN.01.03 speak effectively maintaining appropriate posture, eye contact, and position using props such as photographs or illustrations in narrative and informational presentations. S.CN.01.04 present in standard American English if it is their first language. S.DS.01.01 engage in substantive conversations, remaining focused on subject matter, with interchanges building on prior responses in literature discussions, paired conversations, or other interactions. Learning Objectives: 1. Students will be able to discover how the sun gives us solar energy 2. Students will be able to realize that the sun gives us light that help us see. 3. Students will be able to understand that plants need the sun’s energy to grow. Materials: • “Solar Sun Energy” activity modified from www1eere.energy/gov/education (attached at end of unit) • over head of page 26 • Page 5 has additional detailed directions if needed • 2 small plants (herbs work well) • Student journals • Pencils/ crayons Resources: Website: www1.eere.energy.gov/education/lessonplans Procedure:

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1. Introduce solar energy by asking what students know about the sun’s energy. 2. Use the overhead to read the Flip Book on solar energy to students. 3. Talk about what we learned about solar energy. 4. Discuss what we know about light during the day and at night. Ask when we have to use lights indoors and out and what makes the difference. Does weather make a difference? Explain what we see has to do with light bouncing off the objects. 5. Have students close their eyes to show how with no light coming in they can’t see. 6. Turn off classroom lights and close blinds discuss how much harder it is to see without as much lighting. 7. Have the students observe 2 small plants that are similar in size and health. 8. Tell them that you will be keeping one in a dark place and the other in the sun, both plants will be getting the same amount of water. 9. Ask them what they think the plants will look like in 2 weeks. In their journals have them draw both plants and describe what they think they will look like 2 weeks from now. 10. Two weeks later observe the plants and have the students look at their drawings. 11. Ask students to decide if they think their drawings and descriptions were accurate; if not, have them draw new ones. 12. Ask students what happened to the plants and why they think they no longer look the same. Day 4: Heat is Energy Length: 60 minutes Science: Content Expectations: S.IP.01.11 Make purposeful observation of the natural world using the appropriate senses. S.IP.01.12 Generate questions based on observations. S.IP.01.13 Plan and conduct simple investigations. S.IP.01.14 Manipulate simple tools (for example: hand lens, pencils, rulers, thermometers, rain gauges, balances, non-standard objects for measurement) that aid observation and data collection. S.IA.01.12 Share ideas about science through purposeful conversation. S.IA.01.13 Communicate and present findings of observations. S.IA.01.14 Develop strategies for information gathering (ask an expert, use a book, make observations, conduct simple investigations, and watch a video). E.ES.01.11 Identify the sun as the most important source of heat which warms the land, air, and water of the Earth. E.ES.01.31 Identify the tools that might be used to measure temperature, precipitation, cloud cover and wind. Language Arts: Content Expectations: R.CM.01.04 apply significant knowledge from grade-level science, social studies, and mathematics texts. W.GR.01.01 in the context of writing, correctly use complete simple sentences beginning with a capital letter and ending with a period, question mark, or exclamation point and capitalize first and last names, and the pronoun I. W.SP.01.01 in the context of writing, correctly spell frequently encountered one-syllable words from common word families. W.SP.01.02 in the context of writing, correctly spell less frequently encountered words using structural cues (letter/sound, rimes) and environmental sources (word walls, word lists). W.HW.01.01 legibly write upper and lower case manuscript letters. S.CN.01.01 use common grammatical structures correctly when speaking including singular and plural nouns, singular possessive pronouns, simple contractions, and conjunctions to express relationships (e.g., because, if, after, and inflected endings). S.CN.01.02 explore and use language to communicate with a variety of audiences and for different purposes including making requests, solving problems, looking for solutions, constructing relationships, and expressing courtesies. S.CN.01.03 speak effectively maintaining appropriate posture, eye contact, and position using

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props such as photographs or illustrations in narrative and informational presentations. S.CN.01.04 present in standard American English if it is their first language. S.DS.01.01 engage in substantive conversations, remaining focused on subject matter, with interchanges building on prior responses in literature discussions, paired conversations, or other interactions. Learning Objectives: 1. Students will be able to learn that heat is energy. 2. Students will be able to learn how to measure heat energy. 3. Students will be able to discover that light is either reflected or absorbed according to the color it hits. 4. Students will be able to understand that dark colors absorb light creating heat energy and light colors reflect it. Materials: • Reading A Thermometer and Light-To-Heat activities modified from www1eere.energy/gov/education (attached at end of unit) • Black and white construction paper (enough for one small square per thermometer half black/ half white) • Large demonstration thermometer • 10+ thermometers (2 per group of students) • copies of page 27 and 28 (Reading a Thermometer and Black and White) for students • Page 6 has additional detailed directions if needed • Student journals • Pencils/ crayons Resources: Website: www1.eere.energy.gov/education/lessonplans Procedure: 1. Demonstrate how to use/read a thermometer using the large thermometer (remind them that they are made of glass and need to be careful). 2. Show them how the liquid inside rises and falls according to the temperature. Describe how the liquid expands as it gets warmer and this makes the mercury rise. Students do not need to be exact when recording their temperature findings. The idea is to see how the liquid rises as it heats. 3. Break students down into small groups (divide the number of thermometers you have by 2 and break the students down into that many groups, ex. If you have 20 thermometers /2 then you have 10 groups of students, if you have 30 students you have 3 per group). 4. Provide each group with 2 thermometers and each student their own copy of the Reading the Thermometer sheet 9pg. 27). 5. Have students fill in what the starting indoor temperature is by coloring in the thermometer on page 27. Every thermometer should look about the same and if they don’t discuss what may have caused the differences in temperature. You may want to make an overhead of this and demonstrate it to students. 6. Provide each student with a copy of the Black and White sheet (pg. 28); give each group a piece of white and black construction paper. 7. Show the students how to make small pockets out of the construction paper to cover the bulb of the thermometer or slide them into. (See page 28). 8. Direct the students to put the thermometers in a sunny place for at least 5 minutes. 9. Observe temperatures and record the new temperatures on page 28. Make sure that both thermometers match their correct color. 10. Discuss the classroom findings. Did everyone have the same results? Why or why not? What did we learn about light, heat and temperature? What is the difference between light being absorbed and reflected? Which color got hotter in the sun? Why? Which was cooler? Why?

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11. Create a class word wall using new words that they learned today. 12. Have students use this word wall to draw and write about their findings in their journals. Day 5: Solar Balloons Length: 45minutes Science: Content Expectations: S.IP.01.12 Generate questions based on observations. S.IP.01.13 Plan and conduct simple investigations. S.IP.01.14 Manipulate simple tools (for example: hand lens, pencils, rulers, thermometers, rain gauges, balances, non-standard objects for measurement) that aid observation and data collection. S.IP.01.15 Make accurate measurements with appropriate (non-standard) units for the measurement tool. S.IA.E.1 Inquiry includes an analysis and presentation of findings that lead to future questions, research, and investigations. S.IA.01.12 Share ideas about science through purposeful conversation. S.IA.01.13 Communicate and present findings of observations. S.IA.01.14 Develop strategies for information gathering (ask an expert, use a book, make observations, conduct simple investigations, and watch a video). S.RS.E.1 Reflecting on knowledge is the application of scientific knowledge to new and different situations. Reflecting on knowledge requires careful analysis of evidence that guides decision-making and the application of science throughout history. E.ES.E.1 Solar Energy- The sun warms the land, air and water and helps plants grow. E.ES.01.11 Identify the sun as the most important source of heat which warms the land, air, and water of the Earth. E.ES.01.21 Compare daily changes in the weather related to temperature (cold, hot, warm, cool); cloud cover (cloudy, partly cloudy, foggy) precipitation (rain, snow, hail, freezing rain); wind (breezy, windy, calm). Language Arts: Content Expectations: R.CM.01.04 apply significant knowledge from grade-level science, social studies, and mathematics texts. W.GR.01.01 in the context of writing, correctly use complete simple sentences beginning with a capital letter and ending with a period, question mark, or exclamation point and capitalize first and last names, and the pronoun I. W.SP.01.01 in the context of writing, correctly spell frequently encountered one-syllable words from common word families. W.SP.01.02 in the context of writing, correctly spell less frequently encountered words using structural cues (letter/sound, rimes) and environmental sources (word walls, word lists). W.HW.01.01 legibly write upper and lower case manuscript letters. S.CN.01.01 use common grammatical structures correctly when speaking including singular and plural nouns, singular possessive pronouns, simple contractions, and conjunctions to express relationships (e.g., because, if, after, and inflected endings). S.CN.01.02 explore and use language to communicate with a variety of audiences and for different purposes including making requests, solving problems, looking for solutions, constructing relationships, and expressing courtesies. S.DS.01.01 engage in substantive conversations, remaining focused on subject matter, with interchanges building on prior responses in literature discussions, paired conversations, or other interactions. Learning Objectives: 1. Students will be able to build on their knowledge of dark colors absorbing light and turning it into heat energy. 2. Students will be able to rediscover that when some materials heat increases they begin to expand. 3. Students will be able to discover that less dense materials rise and dense materials sink or fall.

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Material: • “Solar Balloons” activity modified from www1eere.energy/gov/education (attached at end of unit) • 1 or more solar balloons • String (approx. 24 feet) • Student journals • Pencils/ crayons Special conditions: need a bright sunny day Procedure: 1. Introduce the solar balloons to students 2. Tell students that you will be taking them outside, tying one end of the balloon, filling the balloon with air and then tying the other end. 3. Ask students to brainstorm what they think will happen when you take the balloon out in the sun. 4. Have them write and draw their predictions in their journals. 5. Take students outside on a sunny day. 6. Tie one end of the solar balloon 7. Fill the balloon with air either by holding it up and letting the wind fill it or by holding the open end open as you run or walk to fill the balloon with air. 8. Tie the open end shut, keeping the balloon filled with air. 9. Make sure you have enough string to hold onto when the balloon. Tie it to an object that is stationary (try to find a place that is shaded in the early morning) for a later observation. 10. Observe the balloon as it rises into the air. 11. Discuss with students what happened and why they think it happened. 12. Take students back inside and have them look at their predictions. Create a class word wall about the lesson. Have them write and draw what they witnessed and what they learned. 13. Early the next morning ask the students what they think the balloon will be doing, floating in the air or resting on the ground. Take the students out before the sun has risen far enough to reach that area. What did they find? Is the balloon floating in the air or resting on the ground? Ask them to explain why they think the balloon is no longer floating. Clear up any misconceptions if there are any.

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Candy Energy Activity 

Directions:  

1. Model activity to students so that they understand what they will be doing. Ask them to explain it to you so that you know they understand what you are asking of them.  

2. Explain that the candy represents nonrenewable energy and that they need it run their appliances, cars, lights, computers, video games, etc.  

3. Break students down into groups of 5 or 6, depending on how many colors of candy, 1 color per group member. 

4. Put approximately a handful of candy in the middle of each table 5. Give each student a Dixie cup 6. Give each student a color ticket to tell them their personal directions (cut out below) 7. Students will take the number and color of the candy assigned to them every 5 seconds.  8. If and when that student’s color runs out then they will begin to take another color in its place.   9. When all the candy is gone stop the activity and have a classroom discussion.  10. Ask the students what they think about the candy being gone. 11. How do they feel about the people who took a lot more energy and then began to take their color? 12. What does it mean now that there is no more energy?  13. What should be done to keep this from happening?  

m&ms 

     

 

 

 

 

 

 

 

 

 

Red Take 1 every 5 seconds 

OrangeTake 2 every 5 seconds 

YellowTake 3 every 5 seconds 

Green Take 4 every 5 seconds 

BlueTake 5 every 5 seconds 

BrownTake 6 every 5 seconds 

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Skittles  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Red Take 1 every 5 seconds 

OrangeTake 2 every 5 seconds 

YellowTake 3 every 5 seconds 

Green Take 4 every 5 seconds 

PurpleTake 5 every 5 seconds 

 

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__ WE USE SOLAR ENERGY IN MANY WAYS We use solar energy in many ways. During the day, we use sunlight to see what we are doing and where we are going. Plants use the radiant energy (light) from the sun to grow. Plants absorb (take in) the radiant energy and turn it into glucose or simple sugars. The plants keep some of the sugars in their roots, stems, fruits, and leaves. It is chemical energy. The energy stored in plants feeds every living thing on the earth. When we eat plants, and food made from plants, we store the energy in our bodies. We use the energy to grow and move. We use it to pump our blood, think, see, hear, taste, smell and feel. We use the energy for everything we do. The energy in the meat that we eat also comes from plants. Animals eat plants to grow. They store the energy in their bodies. We also use the energy stored in plants to make heat. We burn wood in campfires and fireplaces. Early humans used wood to cook food, scare away wild animals, and keep warm. Solar energy turns into heat when it hits objects. That's why we feel warmer in the sun than in the shade. The light from the sun turns into heat when it hits our clothes or our skin. We use the sun's energy to cook food and dry our clothes.

DISCUSSION QUESTIONS 1. What are some foods made from plants? (Breads, pastas, rice, vegetables, fruits, lettuces, etc.) 2. How does the energy in a hamburger come from the sun? (A hamburger is made from beef from a cow that ate grass -the grass absorbed energy from the sun.) 3. Should you wear a white shirt or a black shirt on a hot, sunny day? (A white shirt - dark colors absorb more light energy and turn it into heat.)

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Reading a Thermometer

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Black                           White  

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