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The Warmth of the Sun

In this lesson, students will take a closer look at the sun and begin to recognize its critical function in heating and warming the air, land, and water that sustain our lives. This will involve drawing their attention to the basics of the heat around them and how the sun is the primary source of that warmth. They will then perform a number of indoor and outdoor activities that support the benchmark, and help to begin their identification of the sun as the natural, universal source of heat in the world.

 

Weblink address (URL): 
The Warmth of the Sun

Standards & Objectives

Learning objectives: 

Students will:

  • broaden their understanding of the sun, particularly its critical role in warming the land, air, and water around us.
Essential and guiding questions: 
  • When you are cold, what kinds of things or activities help you to stay warm?
  • What helps you to stay warm when you are indoors? Outdoors?
  • Is it usually warmer during the day or night? Why?
  • What is the sun? Where is it? (To keep answers simple: The sun is a giant star that is about 4.5 billion years old. It is also the largest object in the solar system.)
  • What kinds of things does the sun do? (Answers will vary. Among other things, the sun provides the earth and its inhabitants the light and heat they need to grow and survive.)
  • What kinds of things does the sun allow you to do every day? (Answers will vary.)
  • How warm or cold does it feel in the classroom? In the shade? In the sun?
  • Why do you think it is (cold/cool/warm/hot)?
  • Is the heat of the sun helping to warm this area? Why or why not?"OK. Now it is time to circle the answer on the Warmth Chart that you feel is correct. Is the _______ (classroom/ shade/sunshine) ________ (cold/cool/warm/hot)?"
  • How many of you thought the classroom was the warmest?
  • How many of you thought the shade was the coolest?
  • How many of you thought being in the sun was the warmest?
  • Were you surprised by any of your answers? Why? 
  • So, after standing in the sun for a few minutes, how do you feel now? Cooler? Warmer?
  • Do you think things like rocks, grass, leaves, water, or air are cooler or warmer in the sun? In the shade? If they were taken indoors? Why or why not?
  • If the sun warms people, do you think it warms all of these other things as well? 
  • Do you think the water in the pan is cold, cool, warm, or hot? Why?
  • If I put this pan in the shade, do you think it would change the warmth of the water? Why or why not? How about if I took it inside and put it on my desk? 
  • How does the water feel? Are you surprised by the warmth of the water? Why or why not?
  • Imagine that the pan was filled with leaves or soil or even air. How do you think that would affect the warmth of those items? Why? 
  • By the way, how are you feeling now? Are you warmer than you were an hour ago? Five minutes ago? Why or why not?
  • What would life be like if there were no sun?
  • In what ways do plants and animals count on the sun?
  • Why do people go swimming in lakes and oceans in the summer? Why not the winter?
  • Why do people need air conditioners? What is life like for those who do not have or use them?

Lesson Variations

Blooms taxonomy level: 
Understanding
Extension suggestions: 

This lesson may be supplemented by the four-part Sky lesson series, which investigates various aspects of how the objects in the daytime and nighttime sky change, and how shadows form, move, and evolve.

Helpful Hints

Several hours before the lesson, fill two pans with water, placing one in a shaded area of the classroom and another outside in the sun.

Note: For the best possible results, it is important to teach this lesson on a warm, sunny day.

 

 

References

Contributors: 
Kay Jordan
Originator: 
Ayers Institute for Learning & Innovation