ESS.2.1.1
Obtain, evaluate, and communicate information to summarize how energy from the sun serves as a source of light and warms the land, air, and water.
Embedded Files
District Recommended Resources for 2nd Grade Science
Science Phenomena Resources
Next Generation Science Standards YouTube Channel
Step 1: Lesson Standards & Learning Goals
The weather standards should be taught in the following order: ESS.2.1.1, ESS.2.1.4, ESS.2.1.3, and ESS.2.1.2
This standard focuses on the sun being the driving force of energy for heating the land, air, and water. This is radiation, which is a step in the water cycle. Grade 2 science does not include the full water cycle, but it may be introduced with a focus only on radiation.
(Data collection should happen throughout the school year, so that students can observe patterns. Temperature, rainfall, etc. data can be collected/recorded daily.)
Dimension 1:
SEP: Obtain, Evaluate and Communicate Information
Students read grade-appropriate texts and/or use media to obtain evidence of the sun's energy as a source of light that warms the land, air and water (NSTA SEP Matrix).
Dimension 2:
CCC: Cause and Effect, Energy and Matter
Dimension 3:
Disciplinary Core Ideas:
PS3.B Sunlight warms Earth’s surface (A Framework for K-12 Science Education).
Sample Essential Questions
Sample Essential Questions
How does the energy from the sun help Earth?
How does the sun serve as a source of light?
How does the sun warm the land, air, and water?
How does the sun help us on Earth?
Vocabulary
Vocabulary
absorb
heat
light
reflect
sun
Students will be able to...
Students will be able to...
Asking Questions and Defining Problems - Ask and/or identify questions that can be answered by an investigation of the sun's light and how it warms objects.
Analyzing and Interpreting Data - Use observations (firsthand or from media) to describe the relationship of the sun's light and how it heats the land, air and water.
Students will know...
Students will know...
Light and heat are forms of energy.
Light travels from the sun and heats the Earth.
Light and heat from the sun are needed for life on Earth to exist.
Some of the sun’s light is absorbed by the land, water, and air, while some is reflected back into space.
Reflect means a light ray hits a surface and bounces off that surface at the same angle.
Absorb means an object takes in the light rays.
Step 2: Assessment
Formative Assessments
Formative Assessments
Writing Prompts
Imagine you are the sun for a day. Write a paragraph explaining to the Earth how you help warm the land, air, and water. What do you see happening because of your light and warmth?
Why do you think the sun is important for plants, animals, and people?
What happens to the water in a puddle when the sun shines on it?
Read the book What are Light Waves from epic! As you read stop at the questions and have students do a Quick Write or a Think-Write-Share. For example, on page 7, the prompt is: Name some lights in different places us use every day. How do they help you? You may also want to use some of the prompts to engage students in discourse through Think-Pair-Share or Numbered Heads.
What if? - Think about standing outside during a hot, sunny day. Now think about standing outside with no sun. Explain the difference between both scenarios. How would the temperature, light, and land be different?
Mini Projects and Investigations
Warm in the Sun - Experiments
Plant Experiment:
You will need 2 flourishing flowers/plants, 1 container with a lid that can fit one of these plants, black cloth/construction paper. Place 1 of the flowers inside the container and close the lid. Proceed to wrap the outside of the container so that no light can be seen. Leave this in a dark space and do not open the container for 1-2 weeks. Take care of the 2nd flower/plant as you normally would to keep it alive. After 1-2 weeks have passed, revisit both plants. What happened? What do is similar? What is different? Why? How does this demonstrate what would happen with no sun?
Culminating Activity
Create a unit long weather journal to include writing prompts, weather vocabulary, observations, and predictions. You will use Book Creator to collect your information. Using this information, you will take on the role of a meteorologist and create a 30 second to 1 minute weather report.
*Your DTLS contact person will be available to assist with Book Creator and recording the weather reports.
Step 3: Lesson Instructions
Possible Activating Strategies
Possible Activating Strategies
Video Clip
Graphic Organizer
The Importance of the Sun As they proceed through the lesson, students will complete a graphic organizer detailing why the sun is important. The graphic organizer will be used to write an informational text about the importance of the sun.
Begin with an orange yellow sun. Give each student a blank strip of paper. Have them write one thing they know about the sun and place it around the perimeter of the sun. As the unit progresses and students learn more about the sun, they can add more strips!
Before reading the article,pose the question: What would Earth be like without the sun? Using AnswerGarden, have students type in one word that answers this wonder. Project the results on the board and lead conversations based on provided answers. (the bigger the word, the more it was typed).
Additional Literacy Connections
epic!
Readworks.org
YouTube
Wonderopolis
Kleven, E. (2004). Sun bread.
Branley, F. (1974). Sunshine makes the seasons.
Bailey, J. (2004). Sun up, sun down: The story of day and night.
Teacher Resources
Science A to Z (paid subscription)
Is Light Good or Bad? Focus Book
Kids Britannica: Solar Energy (information for teachers to help explain)
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