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Susan PrietoPeak to Peak Charter

For this project, I used parts of an instructional sequence from the National Energy

Education Development Project, The Sun and Its Energy, 2013-2014 and adapted it to a

kindergarten level. I also include the PhET simulation “Energy Forms and Changes.” The

learning progressions have been designed thoughtfully to help students connect to each activity.

There are three activities and the simulation included: Solar Beads, Melting Cubes, and Solar

Balloon.

Standard: Earth Systems Science- Apply an understanding that energy exists in various forms,

and its transformation and conservation occur in processes that are predictable and measurable.

Concepts: The sun provides light and heat to the Earth.

Driving Questions: Why do we need the sun? What does it give us?

Instructional Sequence

Activity 1- What Light? Solar Beads

Related Goals-Students will be able to:

Explain1 and illustrate that sun provides light to the Earth.

Plan and carry out investigations (that show how UV beads change color due to

sunlight).

Justify or tell reasons that explain results of investigations.

Describe how patterns in nature can be observed and measured, like the solar

system, or more specifically day and night on Earth.

1 Explain needs to include a claim- the conclusion of the problem, evidence- data to support the claim and reasoning is a justification why the evidence supports the claim (Krajcik, 2007, p. 15).

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Observe that objects have many observable properties, including size, weight,

shape, color, temperature, and the ability to react with other substances or energy

like sunlight.

Introduction (Day 1):

1. Begin by gaining background knowledge as well as previous lessons about the sun

providing light.2

Prompts:

What makes light in the day?

Why is it dark at night?

How do we see at night? (artificial lights)

How are cloudy days different than sunny days?

Read the book, Sun Up, Sun Down by Gail Gibbons.

2. Turn off the lights, pull shades, and have students notice that it is harder to see without

light. Use think/pair/share format.3

How we can make it light without turning on the lights?

Where is the light coming from

How can you prove it?

What would our world be like without the sun?

It may be a stretch for kindergarten students to think about how to prove their thoughts.

2 Throughout this project, I have included distributed scaffolding like this- lessons and questioning in purposeful places to help students connect their science learning through design (Puntambekar, 2005, p. 185-217).3 Think/pair/share refers to a problem solving and sharing strategy- first child thinks on his/her own, then 2 students take turns sharing their thoughts with one another, teacher may have pairs share with the group.

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3. In their notebooks, titled “The Sun,”4 have students draw picture during the day showing

sunlight and another picture at night without the sunlight.

4. Throughout this unit students will keep a science notebook, “as much as possible,

students should be interacting with materials and investigating individually or with

partners. Students each have their own notebook, (or teachers may choose to create a

classroom guide or science notebook.) Drawing scientific or realistic pictures should be

modeled to the students and (should be) attempted (by students) in their work. Students

should be encouraged to label pictures with as many sounds as they can hear, even if this

is only the initial consonant at first. (Students’ individual observations can be glued into a

classroom notebook made of large construction paper or chart paper.) The teacher should

write a summary sentence or two in the class science notebook based on the students’

discussion and observations. While the teacher can assess students’ pictures, listening to

students to gauge their understanding is important. Parent volunteers can be a valuable

resource during this unit, helping with investigation management, preparing materials,

and being a scribe for students.”5

The Beads (Day 2):

1. Hand out beads and have students put them on chenille or string (don’t tell them there is

anything special about the beads). Take the kids outside. Let them discover the color

change in the beads. Once they notice the change, bring the kids back inside, the beads

will begin to change colors back to white.

2. Have the students think/pair/share

4 This is where teacher will be checking for comprehension that the sun provides light.5 (the NEED Project, 2013, p. 5)

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What happened?

What’s happening now?

Where were you when the beads were white?

Where were you when the beads changed color?

What makes the beads change color? (beads should be turning back to white)

How can we prove that the beads are changing color from “being outside” (or

whatever they say)?6

3. If they think that it’s from being outside, prompt with,

“What is different about being outside compared to inside?”

Brainstorm ideas. 7

4. Help students plan and carry out their investigation. i.e.: We’ll go outside, some kids will

put the beads in the sun, and the others will put them in the coat pocket. After two

minutes we’ll look at the sunlit beads and the shaded/pocket beads. Before going outside,

have the students make predictions. They can record their predictions in their Sun

Notebooks.

5. Carry out the investigation. Have students come inside and share what they noticed.

Think/pair/share what happened.

What did you see?

How can you explain what happened?

What are you wondering now?8

Have students record their results in their sun notebooks.9

6 Student discourse vs. science discourse, they discuss and create their own experiment, a stretch for kindergarten! 7 This is a purposeful part of K-12 Science Classroom Framework Science Classroom Framework (NRC, 2012, p. 42).8 Purpose is for students to take an active critical stance (Ford, 2010, p. 277).9 Teacher checks for understanding that beads change color due to sunlight (or energy from the sun).

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How Long (Day 3)

1. Review with the students what they learned about the beads. Think/pair/share,

How long does it take for the beads to change color?

How do we know?

How can we find out?

2. Encourage students to plan an investigation to see if there is a difference in the beads

after they’ve been in the sun for a given interval, like every 30 seconds.10 The beads may

have different colors; the teacher may need to suggest putting like colored beads together.

Have students make predictions and explain why they made these predictions.

3. Working with a partner, one can keep track of time, while the other takes a picture of the

beads, using iPads or cameras. Collect the data and bring it inside. Upload the photos so

that students can see the results on the overhead projector side by side.11 Think/pair/share

about what we see.

What happened? How can you tell?

Why do you think that happened?

What does our evidence (results) tell us about what happens when you stay out in

the sun for a long time?

4. Record data in “Sun Notebooks” as a chart or graph, modeled by the teacher since it is

kindergarten.12

Sunscreen and Beyond (Days 4-6)

10 Science can be enhanced with math using time, and it will challenge them, they’ll need scaffolding.11 This seemed like a nice use of technology so that we can analyze results together, a parallel look at results.12 Science is being enhanced with math representations (Hurley, 2001, p. 264).

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1. Start applying sunscreen. When they notice, ask,

Why people wear sunscreen?

What happens when we don’t wear it?

2. Do a think/pair/share.

What have you learned about the beads?

What else are you wondering about?

How could we use the beads to find out about sunscreen?

What are these SPF numbers on the sunscreen?

Have them share their ideas with the class. (You may need to drop hints about the

sunscreen).13 Choose one experiment for context with the following discussion. Explain

to the students that scientists repeat experiments to make sure that they get consistent

results. Explain that usually in an experiment everything is set up the same (controlled

variables-or simplify to just “control”) except for one thing (the thing that changes/varies-

or the variable)14. In this case, the independent variable is the SPF value of the sunscreen.

3. To investigate the effect of sunscreen, we can put beads in a mini 2 Liter soda bottle (like

plastic test tubes). Think/pair/share,

How we can test our ideas?

How can we find out if sunscreen really works? 15

How can we find out how well it works?

13 This is a stretch for kindergarten to think some sunscreens work better than others, may need some explaining.14 This is a huge stretch for kindergarten to understand that you need to have a controlled variable to compare data.15 Active engagement of students in authentic tasks…and application of knowledge in real-world contexts (sunburns, but without hurting anyone, we’ll explore sunscreens) (NRC- Honey, et.al, 2014, p. 6).

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4. Help students design their investigation. Have the students work in pairs to plan and carry

out their investigation. (I would probably limit it to two specific SPFs like 15 and 50 or

higher.) If needed, suggest that they put all 3 bottles, including the control, outside at the

same time. Kids can watch the magic and record their data, again iPads or cameras may

work well for comparison since the beads turn back to white when out of the sun.

5. Using a projector, display the photographed results. In a think/pair/share format, compare

and analyze the data by asking questions, toward the purpose of getting them to justify,

and create new questions themselves.

What happened?

Why do you think that happened?

Did the beads change color in the bottle without sunscreen?16

Did the other beads change color?

Why?

How can you prove it?

How does your evidence support your conclusion?

How do you know?17

What could be wrong with our experiment?

How can we make our experiment better?

Where else could we put the sunscreen? (on the beads themselves)

6. Students record observations in their sun notebooks. Students draw each result and label

it. The teacher can ask what they have learned as they are writing and drawing.18

16 This is a scaffold for students to make connections and see relationships.17 Students can often tell us the conclusion and the evidence, but have difficulty reasoning- justifying why the evidence supports the claim. (Krajcik, 2007, p. 15).18 Check in to see if the understand that sun provides light (energy) to the earth, and it (sunlight) can change things.

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7. Give students some background about the harm of sunlight , UV rays,…the reason we

use sunscreen using Appendix A. Use the think/pair/share format to ask about sunscreen.

Why do people wear sunscreen?

(Think/pair/share) How can we design sunscreen that is more effective?19

What else can you do to protect your skin from the harmful UV rays?

They could design another iteration of the sun beads. The more students experiment with

an idea and materials, the stronger their learning and the deeper their understanding,20 as

long as it is purposeful and continues to follow a progression. Student may suggest

wearing clothes. Students can plan and carry out an investigation with different types of

clothing.

8. Plan and carry out an investigation on a cloudy day.

9. After each investigation, analyze, interpret and record the data. Be sure to collaborate

with pairs and the group to evaluate what happened and communicate it their thoughts.

10. For a related extension, have students experiment with sun sensitive paper.

Activity 2- What Heat? Melting Cubes

Related Goals- Students will be able to:

Explain and illustrate that the sun provides heat/warmth to the Earth.

Plan and carry out investigations to illustrate that sun provide heat/warmth to the

Earth.


19 HUGE stretch for kindergarten! Science is being enhanced with math representations (Hurley, 2001, p. 264).20 Repeated opportunities to integrate understanding, (Krajcik, 2007, p. 17).

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Observe that objects have many observable properties, including size, weight,

shape, color, temperature, and the ability to react with other substances or energy

like sunlight. Those properties can be measured using tools such as rulers,

balances, and thermometers.

Describe how sun light makes some things hotter than others depending on the

color of the object (light is reflected or absorbed by certain objects, listing

examples of items that do either; colors can play a role in an items absorption or

reflection and temperature).

Describe solid and liquid forms of water and how changes occur.

Introduction (Days 7& 8):

1. Show pictures of cows standing under shade of a tree, people reading book under shade

of a tree.21 Think/pair/share,

What do you notice about these pictures?

Why do you think they are in the shade?

How can we prove your ideas?

What do we need to set up an investigation to prove it?

2. Supply thermometers, timers (students will need instruction on using timers), shady and

sunny areas to work. Show students how to read a basic thermometer as needed.22

Instruction on use of thermometers and timers may take the remainder of the lesson for

the day.

21 See appendix B, this may stretch them; they may need some hints, like it’s hot out, where are they, how are they staying cool? Real-world context (NRC- Honey, et.al, 2014, p. 6).22 Huge stretch for kindergarten integrated math. See appendix C.

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3. Working in pairs, have students create and execute an investigation to prove what they

think about sun and shade (lack of sun). Students may use their arms to detect

temperature or may use thermometers. They probably won’t use the stop watch/timers

without prompting. Before they begin, students predict what they think and why.

Predictions can be recorded in their sun notebooks.

4. As students carry out their investigations some pairs will be in the sun and some in the

shade. In think/share/pair format ask students what they found out.

What did you find out?

Students record data in their sun notebooks. They can use the thermometers in appendix

C to color, cut and paste into their notebooks. Repeat the investigation except reverse

where pairs go, if they were in the sun, they’ll go to the shade and vice versa. Share out

the results. Think/pair/share,

Why is it warmer in the sun than in the shade?

Explain how you know.23

What other things get hot in the sunlight? (ie: slide, pavement, chairs, benches, ice

cream, etc.)

Students record their results in their sun notebooks.24

What to Wear (Day 9):

1. Have students imagine it’s a really hot summer day. Think/pair/share to discuss:

What color clothes should you wear?25

23 See footnote 1 for the definition of explain.24 Teacher assesses student understanding of sun providing warmth to the Earth.

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What if it is a chilly day?

How do you know?

How can we find out or prove our ideas?

2. Working in pairs, have students design an investigation to prove their theories. Have a

variety of black and white thin socks with toes cut out so they can slip them over their

arms. Students can write/draw their predictions in their sun notebooks.

3. Have pairs share their results and claims26 with the class.

What happened?27

4. Have students record their results in their sun notebooks.28

5. Introduce a variety of colors and patterns of socks with toes cut out. Allow students to

plan and execute other iterations of their investigation to find out how sunlight affects

different colored objects. Discuss and record the iterations as listed above.

Cube melt (Day 10):

1. Put some ice cubes on the table in front of 4-6 students. (It will probably start to melt on

the table.)

Ask what they know about ice?

Why does it melt?

How do you know?

What does it turn into when it melts?

How is water different from ice? 25 Tapping into children’s’ funds of knowledge (NRC, 2012, p. 287) and Real-worlds context (NRC, Honey, 2014, p. 6).26 See footnote 1 for the definition of explain.27 Teacher assesses student understanding of how sun affects light and dark objects.28 Teacher assess student understanding of how light vs. dark colors absorb or reflect sun’s energy.

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How does water turn back to ice?

2. Think/pair/share ideas for a challenge–

How can you make the ice melt faster using the energy from the sun?

Share ideas with the whole class. Put out different colored socks and plastic baggies.

How can the paper help speed up the melting process?

3. In groups of 4, have students design an investigation to make ice melt faster using

sunlight and 4 different colored socks. Remind students that they need a control, a cube

that doesn’t get sunlight. Let students write their predictions in their sun notebooks. Have

students carry out their investigation.

4. After some of the ice has melted, but some ice remains on at least three of the, socks,

have students record what has happened using iPads or photos so they can refer to the

pictures as they are recording results in their sun notebooks.

5. Project the pictures for the class to see. Have groups take turns sharing.

How much of the ice melted?

How did the sun affect the ice?

Did the ice in the sun melt faster than the ice in the shade?

What happened to the ice in each color?

Explain why this happened.29

6. Give students a small square of colored paper (approximately 2”x2”) to represent the

colored sock in the experiment. Give students congruent pre-cut ice cubes (approx.

1”x1”) to represent the ice cube before it melted. Show students how to cut off part of the

paper ice cubes to show how much melted away. It should match the approximate 29 See footnote 1 for the definition of explain. Teacher assesses student understanding of how colors play a role in the suns absorption or reflection of energy. Students need to connect with learning from previous the lesson.

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remainders of the ice-cubes in their results. Show fractions of the ice cubes as a great

comparison. 30

7. Display Appendix D on the projector. Open the discussion about why the workers are

putting white roof on a building in Atlanta, GA. This could lead to a geography lesson as

well as discussion about how sunlight plays a role in where people choose to live.

Activity 3- Capturing Solar Energy: Solar Balloon

Related Goals, Students will be able to:

Explain and illustrate that the sun makes things warm/hot (it produces solar energy that is

captured with solar collectors that convert the energy into heat).

Describe a pattern in nature, hot air rises as seen in smoke, steam, upstairs or attic of a

house and hot air balloons.

Carry out investigations to illustrate that sun heats objects on or near the earth.


Introduction (Day 11):

1. Show pictures of hot air rising, appendix E. Think/pair/share,

What do you notice? (Show one picture at a time.)

What is the same about all of the pictures?

What is happening?

What is happening to the smoke, steam and balloon?

Can you see air?

30 This is a stretch for kindergarten! Science is being enhanced with math representations (Hurley, 2001, p. 264).

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When can you see air?

What if the air has tiny drops of water in it like steam or particles like smoke?

What do you notice happens to air when it gets hot?

Can you think of other times when you feel hot air rising? (Upper floor of a

house, attic, above a woodstove or heater, above a black road, etc.)

2. Have students draw a picture to show hot air rising in their sun notebooks.31

Capturing Solar Energy:

1. Think/pair/share,

What happens to a car in the summer when you leave it in the sun with all of the

windows shut? Why?

How can we prove our ideas?

2. Provide bags, thermometers, and ice. Have students work with partners to plan an

investigation to show that air heats up inside a bag left in the sun. Remind students to

have a control- a thermometer or ice cube outside of the bag.

3. Have students share with the group.

What happened to the air inside the bag?

How is different from air outside the bag?

Why did this happen? Explain your answer.32

4. Draw/write the results in their sun notebooks.

5. Show pictures of solar shower. See appendix F. Ask if anyone knows what it is.33

31 This also is a stretch. Teacher has the opportunity to check for understanding.32 See footnote 1 for the definition of explain.33 Tapping in to students’ funds of knowledge

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Has anyone ever used one?

How does it work?

6. Think/pair/share-

What will happen to the water inside of the black bag that is sitting in the sun?

Explain your answer to your partner.34

Why would you use a sun shower?

How is it helpful?35

The Solar Balloon (Day 12):

1. Take students outside on a sunny day, with little or no wind.

2. Tie off one end of the balloon with a string.

3. Line up your class in two rows. Have them stand facing each other with their arms held

out in front of them and the balloon on top of their arms. Open the other end of the

balloon and air will flow inside. When the balloon is full, tie off the open end of the

balloon.

4. Tie two strings (each about four meters—or twelve feet—long) to the ends of the balloon

and put the balloon in the sun. Ask students,

What do you think will happen? Have them justify their predictions.

What color is the balloon?

What do you know about black objects in the sun?

What will happen to the air inside the balloon?

What do you know about warm air?

34 See footnote 1 for definition of explain.35 Real-world application and context as well as tapping into students’ funds of knowledge.

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5. Secure the balloon to a stationary object, or let students hold onto the strings.

6. Watch as the balloon rises. Think/pair share,

Why is the balloon rising?

Why is this called a solar balloon instead of a hot air balloon?36

7. For an extension, explain to the students that the air inside the balloon heats up and

expands. It becomes less dense than the air around it, causing the balloon to rise.

8. Have students record their observations in their sun notebooks.37

9. For another extension, repeat this on a different day or with different shaped solar

balloons.

A Connection to Technology- PhET - Energy Forms and Changes (this is a stretch for

kindergarten)

Related Goals, Students will be able to:

Use a simulation to begin understanding transfer of energy.

Know (kindergarten is a bit young to explain this one) that we can capture solar

energy with solar collectors that convert the energy into heat.

Begin to understand that people have always had problems and invented tools and

techniques to solve problems.

Introduction:

1. Show a calculator with tiny built-in solar panel. Ask students

Where does it get power to run?

36 Stretching their thinking37 Teacher assesses student understanding of warm air in balloon making it rise.

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Show the panel to them so they can see the tiny panel.

How can we find out if it really runs on light power?

Carry out their suggestions to prove or disprove their ideas that the calculator is running by

light.

2. Show pictures of solar panels on houses and in a field in Appendix G. Ask if anyone has

seen something like this before.

What are these for?

Why do we use them?38

3. Take students outside for a field trip to look for solar panels on buildings. Students record

findings in their sun notebooks.

4. Show appendix H- Solar Power, and briefly explain that the energy from the sun is

converted into electricity and put into the “grid” which powers our electronics. It can also

go into a battery to power our electronics. This is a huge stretch for kindergarten.

The PhET Simulation:

1. Project the PhET simulation “Energy Forms and Changes”

http://phet.colorado.edu/en/simulation/energy-forms-and-changes on the screen for the

whole class to see.

2. Go to the “Energy Systems” tab. Choose the sun as the source and the solar power panels

to exchange the energy, go back to the water simulation later. Click on the energy

38 Student funds of knowledge here and with the calculator

17

http://phet.colorado.edu/en/simulation/energy-forms-and-changes


symbols so students can visualize what is happening.39 Ask where the solar panels are

located and have a student point to them.

3. Using think/pair/share format,

What do you see?

What is going into the solar panels?

Where does it go after the panels?

What happens to the water?

Where is the (introduce the word) energy?

What happens to the light bulb?

Where is the energy?

What is the difference between the light bulbs?

This is a stretch for kindergarten, though efficiency is something we all need to consider,

as students get older they need to consider solving our problems such as use of fossil

fuels vs. renewable energy. Teacher can introduce some of these concepts here.

What happens when there are no clouds?

What happens when there are lots of clouds?

What is happening to the energy?

Where does it go?

How does it change? (The Law of Conservation of Energy)

4. Set up the computers so that partners can explore the PhET simulation. Explain to them

that they can’t hurt the simulation, so they are free to explore it. The teacher can visit and

ask questions (listed above) to check understanding. 39 Students just beginning to understand power of sun, this is just another part of the preformal physics ideas from (Webb, 2008).

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5. Have students try the other sources and uses of energy and let them tell their partners or

teacher what is happening.

Conclusion:

1. Have the students think/pair/share to sum their thoughts about the sun.

Why do we need the sun?

What does it give us?

What would the Earth be like without the sun?

2. This will lead into our next set of investigations: The sun’s energy makes life possible on

Earth.

Appendix A

Ultraviolet Radiation

From ©2013 The NEED Project P.O. Box 10101, Manassas, VA 20108 1.800.875.5029 www.NEED.org

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The sun's energy travels in waves. The movement of energy in waves is

called radiation. There are many types of radiation. Some radiation helps us

see, some radiation you can feel, and some you cannot see or feel. One type

of radiation is ultraviolet (UV) radiation. UV radiation has a shorter

wavelength and higher energy than

visible light. You cannot see or feel UV radiation.

There are three types of UV radiation—UVA, UVB, and UVC. The ozone

layer absorbs some of the UV radiation before it reaches the Earth.

UVC is completely absorbed by the ozone layer and atmosphere, so

people don't

need to worry about its effects. However, both UVA and UVB reach the

Earth's surface.

UVA radiation levels are more constant year round. The amount of UVB

reaching the surface varies greatly depending on the time of day, time

of year, latitude, altitude, weather conditions, and reflection of the

surface in your location.

The National Weather Service and the Environmental Protection

Agency developed the UV Index. This index indicates the strength of

UV radiation on a scale from 1 to 11+, with 1 being low, and 11 being

extremely high.

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UV Index forecasts are often published in newspapers in the weather

section. You can also enter your zip code to obtain the UV forecast for

your area at www.epa.gov/sunwise/uvindex.html.

Overexposure to UV radiation can cause skin damage, including skin

cancer, eye damage, and other health problems. However, students,

and adults, should not let concerns over UV radiation stop them from

going outside. Proper protection from UVA and UVB radiation allows

everyone to enjoy the outdoors without worry.

Steps you can take to protect yourself from overexposure to UV

radiation are:

• Check the UV Index forecast. Even on cloudy days you can get a

sunburn.

• Generously apply sunscreen so you do not burn.

• Wear protective clothing and sunglasses.

• Seek shade, especially when the sun's UV rays are strongest

between 10 a.m. and 4 p.m.

• Be extra careful near water, snow, and sand, which have high

reflective properties.

Note: Information for this section has been taken from the U.S.

Environmental Protection Agency. For more information, visit

www.epa.gov/sunwise.

21

http://www.epa.gov/sunwise


©2013 The NEED Project P.O. Box 10101, Manassas, VA 20108 1.800.875.5029

www.NEED.org p. 35

Appendix B: In the Shade

22

http://www.NEED.org/


Appendix C: Reading a Thermometer

23


Appendix D: Hot Roof

24


Workers install a white roof in Atlanta, Georgia, to reduce the amount of energy required to keep the inside building

temperature cool. (NEED Project, 2013).

Appendix E: Hot Air Rising

25


26


Appendix F, Solar Shower

Appendix G: Photovoltaic Panels

27


Appendix H, Solar Power

28


29


Websites:

https://www.youtube.com/watch?v=58qufIyXRUA

https://www.youtube.com/watch?v=aH8qE-Yf3iA

References

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https://www.youtube.com/watch?v=aH8qE-Yf3iA

https://www.youtube.com/watch?v=58qufIyXRUA


Dalton.J & Smith.D (1986) teachers.net/lessons/posts/355.html www.teachers.ash.org.au/researchskills/dalton.htm Dalton.J & Smith.D [(1986) Extending Children’s Special abilities – Strategies for Primary Classrooms Retrieved from https://www.icc.edu/innovation/PDFS/assessmentEvaluation/RevisedBloomsChart_bloomsverbsmatrix.pdf

Ford, M.J. (2010). Critique in academic disciplines and active learning of academic content. Cambridge Journal of Education, 40(3), 265–280.

Honey, M., Pearson, G., & Schweingruber, H. (Eds.). (2014). STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research. Washington, DC: National Academies Press (ISBN # 978-0-309-29796-7).

Hurley, M. M. (2001). Reviewing integrated science and mathematics: The search for evidence and definitions from new perspectives. School Science and Mathematics, 101(5), 259-268.

Krajcik, J., McNeill, K. L., & Reiser, B. J. (2008). Learning-goals-driven design model: Developing curriculum materials that align with national standards and incorporate project-based pedagogy. Science Education, 92(1), 1-32.

National Energy Education Development. (2013). The sun and its energy. Manassas, VA. The NEED Project.

National Research Council. (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Committee on a Conceptual Framework for New K 12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

Puntambekar, S., & Kolodner, J. L. (2005). Toward implementing distributed scaffolding: Helping students learn science from design. Journal of Research in Science Teaching, 42(2), 185-217.

PhET, Interactive simulations from University of Colorado, Boulder, retrieved from: http://phet.colorado.edu/en/simulation/energy-forms-and-changes

Webb, D. C., Boswinkel, N., & Dekker, T. (2008). Beneath the Tip of the Iceberg: Using Representations to Support Student Understanding. Mathematics teaching in the middle school, 14(2), 110-113.

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http://phet.colorado.edu/en/simulation/energy-forms-and-changes

https://www.icc.edu/innovation/PDFS/assessmentEvaluation/RevisedBloomsChart_bloomsverbsmatrix.pdf

https://www.icc.edu/innovation/PDFS/assessmentEvaluation/RevisedBloomsChart_bloomsverbsmatrix.pdf

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