Investigating Solar Energy:

A 5E Model for Implementation

The Project
The focus of this project will be on solar energy and the way it affects a civilization. Characteristics that are most important for the Sun as an energy source are: its light, its warmth, and the fact that it continues to shine. Solar Energy may be defined as any form of energy radiated by the sun. Solar collectors trap sunlight that can be used to heat water and homes. As water is heated, the heat is transferred to the air and space therein distributing solar energy as heat. There are different ways solar energy can be accumulated. For the purpose of this lesson, solar energy can be trapped and utilized to collect heat on a small scale using basic household appliances. Solar energy from the Suns rays is reflected off of aluminum foil and drawn to a bowl of water via underlying black construction paper since dark colors more readily absorb solar radiation than lighter colors.

Engagement:
Students arrive at the class after recess on a sunny day to find a note on the door left by the teacher. The note reads, Went to catch some raysmeet me on the grassy area of the playground! As students approach, they find the teacher donned (uncharacteristically) in flamboyant sunglasses and a wide-brimmed hat. The teacher

reads Bruce Pattersons The Sun Poem and after a brief discussion of the characteristics of the Sun as an energy source, presents the task to students: With a small group that will be assigned, everyone will use one, some, or all of the materials provided (a cardboard shoe box, multi-colored construction paper, foil, and cardboard) to create a device that will trap as much of the Suns energy/heat as possible.

Exploration:

Review the materials that are displayed and clearly labeled. Reiterate expectations for the experiment using a large poster: Catch Some Solar Rays! In a group, choose one, some, or all materials to work with. Materials must be handled appropriately and with respect. Your final product must stand by itself. Early finishers: design a poster with a labeled picture of your design and reasoning why it will catch the most rays! Arrange students into small groups with individual needs in mind to scaffold and support learning. Guide students' use of time by allocating 10 minutes to brainstorm a plan of action and develop their hypothesis/prediction they will record in journals or on an activity page. Remind students to keep their predictions/hypotheses to themselves so everyone has an equal chance of solving the problem their own way. Allocate 15-20 minutes for students to investigate and complete their design. As students work, circulate the room and prompt students to explain their thinking. Provide additional guidance(without telling students what to do) to those who need it and ask higher order thinking questions to challenge advanced students. Students who finish place their solar ovens in (the same) shady spot while others finish and work on creating a poster to illustrate their design and explain their reasoning. When all groups have finished creating their ovens, allow students to move their ovens to the same class decided sunny spot on the playground.

Each group will place a bowl in the center of their oven and stand next to it with their thermometer. Fill each bowl with 100 ml of water. After each bowl is filled, students take the temperature of their water and record it. A timer is set for 5 minutes. Students share their predictions as a whole class for 5 minutes. After 5 minutes, students measure and record the temperature of the water. After 15 minutes, students measure and record the temperature of the water. Students use background knowledge and information from their recorded temperatures to determine how many degrees their water has risen throughout the 15 minute period. Efficiently collect materials and return to the classroom.

Explanation:

Review and discuss key vocabulary terms including solar, energy, and energy source. Point out that solar comes from the Latin word sol, meaning the Sun. Invite connections to other words (such as solar system, solar power) to deduce and contextualize meaning. Facilitate student discussion and real-world experience sharing to create a definition of energy. Students share different uses for the term energy and the teacher projects them for all to see. Based on discussion, a common definition is created (The ability to bring about changes or do work). Facilitate student sharing of data to fill in the Caught Rays activity graph (that looks similar to the one below)

Tell students that we will now examine and compare everyones data collected from the experiment. Groups share designs and reasoning as they display their posters. Students reveal temperature rise and record it in the aforementioned chart. Draw attention to the wide range of temperatures recorded in the chart: Why do you think our bowls of water had such different temperatures? Students share thoughts on how the choice and arrangement of materials influenced the capturing of the suns energy. Bring attention to the fact that some materials were more apt to absorb solar energy than others. Students think/pair/share to make inferences and deduce reasons for the varied outcomes. Pose the following questions:

1. What qualities did the foil have? How did it affect the suns rays? 2. Why did the experiments with white paper and black paper have such different results if they had the same exposure to the sun? 3. Now that we know we have proven that Solar Energy can be collected, how do think collected solar energy might be used in your house or throughout the community?

Expansion:

Turn off classroom lights and hold up an illuminated outdoor light. Tell students this is a light from outside my house. I never have to turn it on or off.

Pass the light around to let students examine it and encourage students to ponder how the bulb remains lit (small solar panels at the top of the light). Show a blown up picture of myself sitting and using my laptop under a solar panel at a local promotion for solar powered cars. Tell students I could sit there for hours and use my laptop without ever having to plug it in or going dead. How do you think this is possible? Start the photograph being passed around the other side of the room. Students discuss and share the similarities between the primary source examples (there is a solar panel present in both of them). When students notice the similarity, foster the connection between todays lesson on collecting solar energy and the collection of energy using solar panels on houses, street signs, cars, etc. What's the difference between us using paper and foil to collect energy and solar panels? (solar panels are especially made to take the sunlight collected and turn it into electricity). Allow students to share examples from the community where solar panels and/or the utilization of solar energy is found.

Evaluation of Outcomes (Formative Assessment)

Students are assessed as they develop a presentation for parents discussing the utilization of solar energy to the growth and improvement of civilization. In their individual presentations, students will address the following questions:

What are some ways solar energy is being used in todays society? Why do you think more and more people are beginning to use solar energy? How does being able to use energy from the sun affect our civilization (government, religion, education, art, and/or technology) for the better? How do you predict it will impact society in the future?