Unit Overview
In this set of explorations students read a story about the power of sunlight in each segment. They are confronted with the question, "Is the story true?" How can they inform themselves with direct experience that the story may be true? Students increase their literacy skills by reading each informative piece and then keeping accurate records in a notebook. After each experience they are invited to reconnect with the story.
Materials
Each of these experiences can be made possible from items found around the house or purchased through a variety of local vendors. There are many ways to do some of these explorations, so materials are very flexible.
STEM Content
Science Topics: The basic content in this unit is the nature of energy from the sun. The nature of sunlight to create heat through reflected and refracted wave energy is experiential. Extensions into the composition of sunlight, wave energy, wave lengths, and nature of light itself can be pursued.
Mathematics Topics: Each exploration can develop a chart to track temperature or nature of melting, color change etc versus time. Keeping data orderly is an important step in using mathematics to analyze a problem.
Technology Topics: Each of the explorations require using tools and adapting materials to show how the sun's energy can be focused and applied.
Engineering Topics: Creating a design to use the sun, as in Archimedes' day, was an engineering feat. Similarly, students can approach solving a problem or utilizing the sun to do work as an engineering project.
Literacy: Reading an introductory text, doing an experiment and then returning to the text allows students to think critically and evaluate what they are reading.
Assessments
Assessment of student progress in this unit depends on the nature of goals and objectives set. Given below are suggestions for assessing students for any work in this unit:
Process Skills: The STEM Notebook can be examined to determine if students are properly making observations of their work. Follow a rubric to determine if all aspects of journal writing meets what STEM professional would require.
Science Content: A simple content quiz can check students knowledge on important science concepts such as the nature of the sun. Students could report in any open-ended way by asking questions such as: "What can the sun do to the materials it sheds light upon? How can the sun's energy be utilized for heat? Can the sun burn things?"
Mathematics Applications: Making data charts to track tie versus temperature allows students to determine extrapolation. How long would it take the temperature to build to a flash point?
STEM Habits of Mind: One characteristic of STEM professional is a series of habits of the mind. Is the student asking questions? Reading about the topic? Following directions? Using tools and materials carefully? Trying different combinations of materials? Recording observations and actions properly? Working with others collaboratively? Teacher/Parent observation and feedback can work to hone these skills. See: https://sites.google.com/a/eou.edu/ventures/how-engineers-think. and a scoring guide at: https://sites.google.com/a/eou.edu/ventures/templates/scoring-guide-step-1-template