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The Sun and Its Energy Hands-on investigations and language arts activities that introduce primary students to the basic concepts of solar energy, and how solar energy can power the water cycle, produce wind, and create heat and electricity.

Grade Level:

Pri Primary Int Sec

Ele Subject Areas: Science

Language Arts

-20

NEED Mission Statement The mission of The NEED Project is to promote an energy conscious and educated society by creating effective networks of students, educators, business, government and community leaders to design and deliver objective, multi-sided energy education programs.

Permission to Copy NEED curriculum is available for reproduction by classroom teachers only. NEED curriculum may only be reproduced for use outside the classroom setting when express written permission is obtained in advance from The NEED Project. Permission for use can be obtained by contacting info@need.org.

Energy Data Used in NEED Materials NEED believes in providing teachers and students with the most recently reported, available, and accurate energy data. Most statistics and data contained within this guide are derived from the U.S. Energy Information Administration. Data is compiled and updated annually where available. Where annual updates are not available, the most current, complete data year available at the time of updates is accessed and printed in NEED materials. To further research energy data, visit the EIA website at www.eia.gov.

Teacher Advisory Board

Teacher Advisory Board Constance Beatty Kankakee, IL

Robert Lazar Albuquerque, NM

La’Shree Branch Highland, IN

Melissa McDonald Gaithersburg, MD

Jim M. Brown Saratoga Springs, NY

Paula Miller Philadelphia, PA

Mark Case Randleman, NC

Lisa Cephas Philadelphia, PA Nina Corley Galveston, TX Samantha Danielli Vienna, VA

Monette Mottenon Montgomery, AL

Mollie Mukhamedov Port St. Lucie, FL In support of NEED, the national Teacher Advisory Board (TAB) is dedicated to developing, Shannon Donovanimproving, and promoting standards-based, effective energy curriculum, training, and outreach. NEED thanks these individuals forRItheir support and collaboration. Greene, Cori Nelson Winfield, IL Amy Schott, M.Ed, NBCT Jennifer Mitchell-Winterbottom, Jennifer Davis, M.Ed Adebisi Babayemi, M.Ed, NBCT Michelle Garlick M.Ed, WT Raleigh, NC Pottstown, PA Long Grove, IL Cincinnati, OH Bowie, MD Don Pruett Jr. Kristin Slota, M.Ed Mollie Mukhamedov Michelle Garlick, M.Ed La’Shree Branch Puyallup, WA Yardley, PA Port St. Lucie, FL Cary, IL Highland, IN Michelle Gay Brandon Staton Cori Nelson Daphne, AL Nancy Gifford, M.S. James M. Brown, NBCT, CEM, BOC Judy Reeves Thomasville, NC LA Hinckley, IL Saratoga Springs, NY Harwich, MA Lake Charles, Jennifer Trochez Maclean, M.Ed, NBCT Erin Gockel, M.Ed Judy Reeves Nancy Gifford Karely Carlos, M.S. Lake Charles, LA Los Angeles, CA Farmington, NM Lodi, CA Harwich, MA Libby Robertson Matthew Reis, PhD Scott Valenta Mark Case, M.S. Greg Holman Chicago, IL Paradise, CA Chía, ColombiaErin Gockel Winfield, IL Randleman, NC Melissa King, MLIS Craig Richard, M.Ed Lisa Cephas, M.Ed Farmington, NM Amy Schott Philadelphia, PA Gaithersburg, MD Atkinson, NH Raleigh, NC Libby Robertson Nina Corley Paula Miller, M.Ed Robert Griegoliet Chicago, IL Galveston, TX Philadelphia, PA Naperville, IL Tom Spencer Hallie Mills, EdD Greg Schanne Samantha Danielli, M.Ed Chesapeake, VA Philadelphia, PAEric Havel Sammamish, WA Vienna, VA Oakland, CA Jennifer Trochez MacLean DaNel Hogan Los Angeles, CA Tucson, AZ NEED Teachers eventually must retire from the classroom, but many remain engaged in their communities and with NEED curriculum, training, and Wayne Yonkelowitz outreach activities. NEED thanks these individuals for their continued support and collaboration. Greg Holman Fayetteville, WV Paradise, CA Constance Beatty Melinda Forist Barbara Lazar, M.Ed Robert Lazar Don Pruett, Jr., M.Ed Wayne Yonkelowitz,

NEED TAB Emeriti

Kankakee, IL

Wellfleet, MA

Albuquerque, NM

Alburquerque, NM

Barbara Lazar Albuquerque, NM

Puyallup, WA

M.Ed, NBCT, Milken Educator Fayetteville, WV

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The Sun and Its Energy Table of Contents Standards Correlation Information

Differentiating Instruction K-2

Materials

30 Pipe cleaners

Teacher Guide

1 Package UV beads

Vocabulary Cards

1 Large demonstration thermometer

Science Notebook Skills Checklist

The Sun and Its Energy Kit

10 Student thermometers* 1 Solar balloon 1 Package of NaturePrint® Paper 1 Radiometer 1 Package clay 5 Solar bug kits 2 Sheets of black paper 2 Sheets of white paper Solar oven construction kit 1 Pizza box 1 Sheet of black paper 1 Transparency sheet 1 Thermometer 1 Wooden skewer *Student thermometers in the kit are safety thermometers containing alcohol, not mercury.

Solar Energy Informational Text

Teacher’s Pet Observations Worksheet

My Plant Investigation Science Notebook

Radiometer Worksheet

Reading a Thermometer Worksheet

Black and White Worksheet

Sand and Dirt Worksheet

Color Changing Bracelet Worksheet

NaturePrint® Paper Worksheet

Solar Balloon Worksheet

How to Make a Solar Oven Master

How to Use a Solar Oven Worksheet

Solar Bug Observations Worksheet

Solar Panels Make Electricity Master

Solar Site Report

Evaluation Form

The NEED Project thanks Generac for their generous support of the development of our solar curriculum and the students who will explore solar energy in our programs throughout the year.

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Standards Correlation Information www.NEED.org/educators/curriculum-correlations

Next Generation Science Standards This guide effectively supports many Next Generation Science Standards. This material can satisfy performance expectations, science and engineering practices, disciplinary core ideas, and cross cutting concepts within your required curriculum. For more details on these correlations, please visit NEED’s curriculum correlations website.

Common Core State Standards This guide has been correlated to the Common Core State Standards in both language arts and mathematics. These correlations are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED curriculum correlations website.

Individual State Science Standards This guide has been correlated to each state’s individual science standards. These correlations are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED website.

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Differentiating Instruction K-2 Students’ abilities in Kindergarten through second grade are varied, as are the abilities of individual students within each classroom. Here are some suggestions for using this curriculum across the K-2 setting.

 Reading The student text for The Sun and Its Energy can be found within this guide. Depending on your students’ reading level, you may want to make a master copy to read the text aloud to your class. You can also download the guide from www.NEED.org/shop and project the text onto a screen that the entire class can see. Older children may be able to read the text independently. Vocabulary Cards to support their reading are found on pages 22-29.

Children’s Book Bibliography on Solar

The books listed below are some great titles that might help introduce your students to solar energy through stories and pictures. These books are a great way to combine literacy development, solar energy, and science concepts. For additional titles like these, check out NEED’s Energy Booklist at www.NEED.org/booklist . PICTURE BOOKS Downing, Julie. Hello, Sun. New York: Neal Porter Books, 2024. Ejaita, Diana. A Day in the Sun. New York: Rise x Penguin Workshop, 2023. Fisher, Darren Simien. Wandering in the Sun. Houston: DSF Publications, 2021. Hoberman, Mary Ann. The Sun Shines Everywhere. New York: Little Brown and Company, 2019. Kerbel, Deborah. Sunny Days. Toronto, Ontario Canada: Pajama Press, 2021. McLaughlin, Eoin. Goodnight Sun. London: Faber, 2024. Nelson, Sarah. I Like the Sun. Cambridge, MA: Barefoot Books, 2021. Singleton, Linda Joy. Sun & Son. Makato, MN: Amicus Ink, 2022. Thompson, Carol. Sun. Swindon, UK: Child’s Play (International) Ltd, 2014. NON-FICTION Black, Vanessa. Space Voyager Sun. Minneapolis: Jump!, 2018. Doudna, Kelly. It is Sunny. Edina, MN: ABDO Publishing Company, 2003. Drummond, Allan. Solar Story: How One Community Lives Alongside the World's Biggest Solar Plant. New York: Farrar, Straus and Giroux Books for Young Readers, 2020. Nelson, Robin. A Sunny Day. Minneapolis: Lerner Publications Company, 2002. Rosenberg, Pam. Sunny Weather Days. New York: Children’s Press, 2007. Sterling, Kristin. It’s a Sunny Day. Minneapolis: Lerner Publishing Group, Inc., 2010.

Writing

Kindergarten

As much as possible, students should be interacting with materials and investigating individually or with partners. Students can each have their own science notebook or individual worksheets. Teachers may choose to create a classroom set of worksheets or science notebook. Drawing scientific or realistic pictures should be modeled to the students and attempted 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.

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First Grade

Depending on the time of year that you teach this unit, you may find yourself using some of the Kindergarten strategies or moving toward second grade strategies. In general, students should be able to follow directions and work independently or with partners on investigations. Each student should have their own science notebook or individual worksheets and be encouraged to communicate their thinking in pictures and words, although allowing dictation for non-writers is appropriate. Pictures should be realistic in nature and include labels as needed. It is suggested that teachers create a word wall with pertinent vocabulary for the unit that students can use as a resource. Parent volunteers continue to be a good support for investigation management and preparing materials.

Second Grade

As second graders become more comfortable with the inquiry process, teachers are encouraged to extend the investigations further, exploring student generated questions. Second graders should be given more opportunities to record measurable data and units such as degrees Celsius. With direction, students will also be able to be more independent in designing and creating solar ovens and houses they will be testing throughout the unit.

Solar Energy Writing Introduction

Have students start thinking about the sun by integrating it into your writing unit. Depending on whether you are focusing on fiction or nonfiction, you may want to use one of the following prompts: Personal Narrative: Tell me about a sunny day. Describe how you knew it was sunny. What did you see? How did it feel? What did you do on this day? How did it make you feel? Fictional Narrative: Pretend you are a sun-loving plant or animal. Write a story describing a day in your life and how the sun is a part of your life.

STEM & Science Push-In

For those who must approach science and STEM content in a push-in or specialist style schedule, it may make sense to focus on the activities that have a more hands-on and project-based approach. Many of the activities in this guide can be modified or extended, (see, (see "Extensions"), to help foster the creativity, critical thinking, and problem solving desired for these class settings. NEED suggests looking at the Plant Investigation, Design a Shade Structure, and Solar Oven activities for use in this setting.

@Science Notebooks You are encouraged to have students record their thinking in science notebooks during this unit. There are many different looks to science notebooks, ways to use them, and ways to assess them. If you currently use student notebooks or journals in your classroom you may have your students continue using these as they learn about solar energy. If you are not using science notebooks, you can make them out of paper that your students are familiar using. If you would like more structure to your science notebooks, you can copy the worksheets included in this guide and staple them together, or have students glue these pages into their existing science notebooks. A checklist for assessing science notebooks can be found on page 30. Carrying the checklist with you as you circulate among your students will allow you to make some notes for formative assessment and guide your conversation with students as you help them become stronger scientists. You may want to customize the checklist based on your state standards.

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Materials ACTIVITY

MATERIALS IN KIT

ADDITIONAL MATERIALS NEEDED

Sunlight Helps Us See

Pet rock or similar Art and craft supplies Cardboard box Tape X-acto knife Sunny day Flashlight (optional) Document camera (optional)

Plant Investigation

Small potted plants Water Rulers Magnifying lenses (optional)

The Radiometer

Radiometer

Reading a Thermometer

Large demonstration thermometer Student thermometers*

Light-to-Heat

Student thermometers*

Black and white construction paper Scissors Tape Bright light source**

Design a Shade Structure

Black paper

Pet rock or similar Art supplies Scissors Glue, tape, or stapler Found/recycled materials (optional) Black cloth (optional)

Bright light source**

Cookie sheets with edges Sand Dirt Sunny and shaded locations

Sunlight Warms the Earth

UV Beads

UV beads Pipe cleaners

Sunny day Colored pencils/crayons

NaturePrint® Paper

Plastic bin or tub Water Sunny day

Solar Balloon

Solar balloon

Sunny day

*Student thermometers in the kit are safety thermometers containing alcohol, not mercury. **NOTE: Consider the bulbs used to complete the activity. For most heat-centered activities, energy efficient bulbs like CFLs and LEDs will not produce the amount of thermal energy needed in the time allotment. Sunlight, most traditional incandescent, halogen incandescent, "work", and heat lamp bulbs should work for these activities. The solar bugs will work best in sunlight (directly or through a window). Test your lamp or lighting before the activities to ensure it works as directed. Call NEED for more information on bulbs and troubleshooting.

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Solar Oven

Solar oven construction kit

Masking tape Paper plates Black constrcuction paper Food to cook Small pizza boxes or scrap cardboard Plastic wrap or transparency sheets Alumninum foil Wooden skewers Markers Scissors Rulers Additional materials, as needed

Solar Panels Make Electricity

Solar bug kit Black and white paper

Lamp or sunny day** Post-it notes Art supplies Scissors Tape

I Can Be a Solar Site Surveyor

Solar bug kit Radiometer

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Teacher Guide Grade Level

& Background

Primary, grades K-2

The Sun and Its Energy is an inquiry-based unit for primary students. Hands-on investigations and explorations introduce primary students to the basic concepts of solar energy. This all-inclusive guide contains a teacher guide, teacher background information, activity sheets for students, and student text that can be read aloud or copied for strong readers. Teacher-only pages will have a gray border or background. This guide can also be downloaded as a PDF or an e-reader document for readers with tablet or computer access. The Sun and Its Energy Kit contains most of the materials necessary to complete the investigations that reinforce student learning about solar energy.

 Additional Resources The following guides can be used to enhance and extend your solar energy unit and can be downloaded from www.NEED.org/shop: Primary Energy Infobook

Concepts The sun produces radiant energy (light) that travels through space to the Earth. The sun’s energy makes life possible on Earth. We use the sun’s energy to see. Plants convert the sun’s energy to sugars to provide food for growth and life. We use the sun’s energy to produce heat. Radiant energy from the sun powers the water cycle and produces wind. It is difficult to capture the sun’s energy because it is spread out—not concentrated in any one area. We can capture solar energy with solar collectors that convert the energy into heat. Photovoltaic (solar) cells convert radiant energy directly into electricity.

 Time

Primary Energy Infobook Activities Energy Stories and More Energy Games and Icebreakers

:Web Resources American Solar Energy Society www.ases.org Energy Information Administration www.eia.gov

Twelve 15-30 minute class periods.

2 Preparation Familiarize yourself with the information in the guide. Highlight the information and discussion questions on the teachers pages of the text (40, 42, 46, 52, 57, and 60) that you want to use with your students. Familiarize yourself with the materials included in the kit. Gather any materials needed for the activities using the materials chart on pages 7-8. Vocabulary Cards related to solar energy can be found on pages 22-29. Copy the cards onto cardstock and incorporate these into an existing energy word wall or start a new one.

EIA Energy Kids www.eia.gov/kids National Laboratory of the Rockies www.nrel.gov/solar U.S. Department of Energy, Solar Energy www.energy.gov/solar U.S. Department of Energy, Solar Energy Technologies Office https://energy.gov/eere/solar/ solar-energy-technologiesoffice

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Activity 1: Sunlight Helps Us See  Objectives Students will be able to describe that an object in the dark cannot be seen. Students will be able to describe that objects can be seen only when light is available to illuminate them. Students will be able to list things that are possible or happen because of the sun’s energy. Students will be able to describe what their lives would be like without the sun or light.

 Time

 Materials Pet rock or similar item Small cardboard box Tape X-acto knife Sunny day (room with window and blinds)

Additional craft supplies for decorations or props Flashlight (optional) Document camera (optional) Teacher’s Pet Observations, page 61

30-40 minutes

2 Preparation Assemble a small cardboard box, leaving one flap unsealed, or cut a small flap in the top of the box. Cut a small hole on the side for students to look inside. Seal the rest of the box so no light gets in. Make a pet rock. Decorate it with multiple colors, glue on googly eyes, and/or give it a prop so there is something engaging for students to observe when they look for the teacher’s pet in the box. You may substitute any other item for the rock as well. Place the pet rock into the box. Close all flaps so that no light enters the box. If possible, place the box near a sunlit window. Optional: Cut the hole in the box to allow for a document camera to be inserted to project the contents of the box to all students at the same time.

Procedure 1. Tell students you’ve placed a favorite pet in the box and ask if they’d like to see it. They can take turns peeking into the box, but must be silent, to not spoil the surprise. If you project it for all to see, give instructions to the class to be silent and not share any thoughts or reactions to what they see out loud or with others. Have students look through the hole and draw what they observe on their observation page individually without sharing yet. 2. Discuss what they saw as a class. To be sure an object is really in the box, give the box a shake. Ask: Can we hear it moving around? (yes) So, we know the pet is in the box even though we can’t see it. 3. Have students look through the hole again, but this time, lift the top flap a little so sunlight enters the box. Have students draw what they observe on their observation page, but don’t share what they see yet. 4. Discuss what they saw when sunlight entered the box. Ask: Could you see my pet rock when it was in the dark? (no) Could you see my pet rock when it was in the light? (yes) Explain: When sunlight entered the box, my pet rock was illuminated. Light reflects off of the pet rock into our eyes so we could see it. On the board, draw a model and use arrows to show sunlight entering through the box’s open flap and bouncing off the pet rock towards the hole where an eye is looking. 5. Ask: What if it is nighttime, and the sun is not shining, and we want to see the pet rock? What can we do? When students suggest using room lights or a flashlight, try it out. Move the box away from the sun and close the flap. As each student investigates the darkened box again, open the flap so artificial light can enter the box. Discuss students’ observations. 6. Talk about day and night and how we must use artificial light at night to see. Compare cloudy and sunny days. Compare length of daylight in winter and summer. Explain how we can see when light bounces off objects and into our eyes. If we close our eyes, we can’t see because no light can enter. What would our lives be like without the sun? 7. Turn off the lights again in the classroom and observe light from the sun. Close the blinds and observe how much harder it is to see clearly when there is less light. 8. Read pages 31-39 and 41-43 to the class and discuss the concepts with students using page 40 and 42 as a guide.

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Activity 2: Plant Investigation  Objectives Students will be able to make observations using their senses. Students will be able to explain that plants require sunlight to grow.

 Materials

 Time

2 Small potted plants of the same variety that require bright sunlight Water Rulers Magnifying lenses (optional) My Plant Investigation Science Notebooks, pages 62-64

30 minutes + ongoing time for data collection

2 Preparation Make a My Plant Investigation Science Notebook for each student using pages 62-64. Copy page 64 multiple times front-to-back to increase the number of observations your students will make.

Procedure 1. Show the plants to the students. Ask them to describe the plants. Talk about color, shape, height, and other plant characteristics. Record descriptive vocabulary on the board. 2. Ask the students, “What will happen if we place one plant in sunlight and one plant in the dark? What do you think will happen to the plants?” Let students share what they think will happen with a partner. 3. Pass out the Plant Investigation Science Notebooks you have constructed. Have students record their prediction on the first page. On the next page have students record Day 1 observations, drawing realistic pictures of the plants in their notebooks. Students should write individual words or complete sentences about their initial observations. 4. Put one of the plants in a location where it will receive direct sunlight. Put the other plant in a location where it will receive no light. 5. Explain to the students that the plants will be watered with the same amount of water, so the only thing different in the investigation is whether or not the plant is receiving light. 6. Students should record new observations in their Plant Investigation Science Notebooks every 2-3 days. 7. Once there is a noticeable difference between the plants, discuss with students what has happened and why they think this is. Have students write conclusions in their Plant Investigation Science Notebooks. 8. Read pages 44-45 and 47-50 to the class, and discuss the concepts with students using page 46 as a guide.

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Activity 3: The Radiometer  Objectives Students will be able to describe how the sun’s energy can make things move. Students will be able to describe how the position and motion of objects can be changed by pushing or pulling.

 Materials

 Time

Water Bright light source Radiometer Radiometer worksheet, page 65

20 minutes

2 Preparation Make a copy of the worksheet for each student.

Procedure 1. Show students the radiometer. Ask students, “What do you think will happen when we place the radiometer in the sun?” 2. Have them observe what happens when the radiometer is in the sunlight outside or in the bright light source. 3. Change the amount of sunlight hitting the radiometer and point out how the spinning slows as less radiant energy (light) hits the radiometer. Have students explain what is happening in their own words in their science notebooks, or using the Radiometer worksheet. 4. See page 49 in the informational text for an explanation of how the radiometer works.

Activity 4: Reading a Thermometer  Objectives Students will be able to explain that heat is energy. Students will be able to explain that a change in temperature indicates a change in the amount of thermal energy (heat) in a substance— the higher the temperature, the more kinetic energy.

 Materials

 Time

Large demonstration thermometer 10 Student thermometers Reading a Thermometer worksheet, page 66

20 minutes

2 Preparation Divide the students into five groups. Set up five stations, each with two thermometers. Make a copy of the worksheet for each student.

Procedure 1. Give each student a copy of the Reading a Thermometer worksheet. 2. Use the large demonstration thermometer to show the students how to read a thermometer. Explain that the thermometer works because the liquid inside expands as its temperature increases. Understanding and recording the exact numbers is not important—the concepts of being able to measure temperature and compare temperatures are what should be emphasized. 3. Have the students shade or color the tubes of the thermometers on their worksheets to show the temperatures of their thermometers. All the thermometers should read the same room temperature. Discuss the possible causes of any discrepancies (faulty equipment, one in the sun and one in the shade, people handling the thermometer, etc.).

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Activity 5: Light-to-Heat  Objectives Students will be able to explain that heat is energy. Students will be able to describe how light is reflected or absorbed by certain objects, listing examples of items that do either. Students will be able to describe how colors can play a role in an item's absorption or reflection and temperature. Students will be able to explain that a change in temperature indicates a change in the amount of thermal energy (heat) in a substance— the higher the temperature, the more kinetic energy.

 Materials

 Time

10 Student thermometers Black and white construction paper Scissors Tape Bright light source(s) or sunny day Black and White worksheet, page 67

20 minutes

2 Preparation Divide the students into five groups. Label five thermometers “A” and five thermometers “B.” Set up 5 stations, each with scissors, tape, and black and white paper. Each station should also include one thermometer labeled "A" and one labeled "B". Each station should also have access to a bright light source or the outside. Make a copy of the worksheet for each student.

Procedure 1. Give each student a copy of the Black and White worksheet. 2. First, have each group determine and record the temperature of each thermometer on their individual sheets. 3. Instruct the groups to make small pouches with the construction paper and cover the bulbs of the thermometers as shown in the pictures on the worksheet. 4. Instruct the groups to put the thermometers in bright light for five minutes, then record the temperatures on their worksheets. 5. Discuss as a class the change in temperature for the A and B thermometers. Review the objectives above and allow students to record conclusions.

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Activity 6: Design a Shade Structure & Background This activity builds upon the previous activity, Light-to-Heat, and utilizes the “pet rock” used in earlier activities as well. In this activity, the teacher should prepare the set-up, providing dark clothing for the rock. You will decide if you wish to provide students time to simply design, or design and construct their shade structures to keep the rock cooler. It is important to be aware of a potential misconception that may develop as students learn about radiant energy and thermal energy. It is often assumed that the air temperature is cooler in the shade than it is in the sun. This, however, is not true – the air temperature is the same in the sun as it is in the shade. It will feel cooler in the shade than when in direct sunlight, because in the direct light, you will be absorbing radiant energy on your skin, making you feel warmer.

 Objectives Students will be able to explain that heat and light are energy. Students will be able to describe how light is reflected or absorbed by certain objects and describe how colors can play a role in an item’s absorption or reflection and temperature. Students will be able to explain that a change in temperature indicates a change in the amount of thermal energy (heat) in a substance— the higher the temperature, the more energy. Students will be able to use tools and materials provided to design and build a structure that reduces the warming effect of sunlight on a surface.

 Materials:

 Time

Teacher’s pet rock Black cloth or paper Art supplies – scissors, glue, tape, string, stapler Random recycled materials, such as paper, cardboard, plastic, cloth

60 minutes or more

2 Preparation Make a “t-shirt” from a black piece of cloth or paper. Cover the pet rock so it’s “wearing” the black clothing. Gather art supplies and random materials (found, recycled, etc.) with which students can build their structures.

Procedure 1. Review what students learned during Activity 5 and on the Black and White worksheet. 2. Being very dramatic, tell students the pet rock wants to go out for recess today, but, oh no, you just noticed it is wearing a black t-shirt. Pretend it is very hot and sunny. Ask students how they would feel wearing a dark t-shirt in the sun. Tell students you need their help to protect the pet rock from absorbing too much sunlight. 3. Give the students directions for the activity option you choose: Option 1: Students can draw a model of a shade structure and write a sentence about how it will protect the pet rock. Option 2: Have students work with a partner or small group to design a solution. If helpful to meet your standards, provide or include an engineering design student worksheet that leads through the design process: sketch a model, build a shade structure, test, redesign, etc. 4. If students build structures, set up the shade structures and take turns moving the pet rock under them. Observe the structures at different times of day. Regardless of the option selected, discuss pros and cons of the designs.

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Activity 7: Sunlight Warms the Earth  Objective: Students will be able to explain that heat and light are energy. Students will be able to describe how light is reflected or absorbed by certain objects and describe how colors can play a role in an item’s absorption or reflection and temperature. Students will be able to explain that a change in temperature indicates a change in the amount of thermal energy (heat) in a substance— the higher the temperature, the more energy. Students will be able to describe that sunlight warms Earth’s surface.

 Materials: 4 Cookie sheets with edges Sand Dirt Sunny and shady locations Sand and Dirt worksheet, page 68

 Time 45-60 minutes

2 Preparation Make copies of the Sand and Dirt worksheet for each student. Fill two cookie sheets with a shallow layer of sand and two cookie sheets with a shallow layer of dirt. Find a full sun and full shade location near each other. Leave one sand and one dirt cookie sheet in each location.

Procedure 1. Review what students learned during the Activity 5, Light-to-Heat – objects absorb solar energy. Black absorbs more sunlight and white reflects more sunlight. Review what students learned during Activity 6, Design a Shade Structure – blocking sunlight means less radiant energy is absorbed. 2. Hand out the Sand and Dirt worksheet. 3. Gather around the sand-filled cookie sheets and draw the set up. 4. Ask students to predict which will feel warmer, the sand in the sun or the sand in the shade, and why. 5. Have students take turns placing a flat palm into both sand cookie sheets. Add more details to their drawing and record observations on the worksheet. Take note, however, that the more students touch the sand, the more it will alter its temperature. 6. Tell students you also have two cookie sheets filled with dirt for them to compare. Ask students to predict what they will feel if they touch both pans of dirt. Give students time to touch and record observations. 7. Discuss the idea that materials in the sun absorb more solar energy than the materials in the shade. Ask students what evidence they have that the materials in the sun absorbed more solar energy than the materials in the shade? (the sand/dirt in the sun felt warmer than the sand/dirt in the shade). Discuss students’ experiences walking barefoot on sand at the beach or on a sidewalk in the summer.

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Activity 8: UV Beads  Objective Students will be able to describe how radiant energy from the sun can cause changes (chemical) within objects.

 Materials

 Time

One solar bracelet for each student (UV beads and pipe cleaners) Sunny day Colored pencils or crayons Color Changing Bracelet worksheet, page 69

30 minutes

2 Preparation If necessary, assemble a solar bracelet for each student in your class ahead of time. String approximately five UV beads onto a pipe cleaner and twist the ends together to make a loose fitting bracelet. Make sure the classroom blinds are closed so that there is little sunlight entering the room. The overhead lights may be on. Make a copy of the worksheet for each student.

Procedure 1. Distribute a pre-made bracelet to each student, or have students assemble a solar bracelet using 5 UV beads and a pipecleaner. Say to the class, “The beads on the bracelet change color, can you find out how to make them change colors?” 2. When some of the students have figured out that the beads change color in sunlight, open the blinds or take the students outside to observe the colors of the beads in sunlight. 3. Have students record their observations using color in their science notebooks, or on the Color Changing Bracelet worksheet. 4. Read page 51 to the class using page 52 as a guide.

Extensions Investigate how well your sunglasses block UV rays. Put two solar beads under a pair of sunglasses. If the beads change to a bright color, UV rays are getting through the lens and not protecting your eyes from UV rays. Investigate how well your sunscreen protects your skin from UV rays. Place two beads in a sealable plastic sandwich bag. Coat the outside of the bag with sunscreen. If the beads change to a bright color, the sunscreen is not working. If the beads do not change colors, the sunscreen is working. If your sunscreen is not working, check the expiration date. Sunscreen does expire. Track the UV report each day from your local news, or from EPA's UV Index page at www.epa.gov/sunsafety.

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Activity 9: NaturePrint® Paper  Objective Students will be able to describe how solar energy can cause changes (chemical) within objects.

 Materials

 Time

1 Piece of NaturePrint® Paper for each student Tub of water Sunny day NaturePrint® Paper worksheet, page 70

30 minutes

2 Preparation Fill a tub or container with warm water. Make a copy of the worksheet for each student.

Procedure 1. Take the students outside on a bright, sunny day to a large, flat area. Instruct each student to find a leaf with an interesting shape, a twig, or other small, flat natural object with which to make a print. (You can also have students cut designs from construction paper before going outside.) 2. Distribute one piece of NaturePrint® Paper to each student. Instruct the students to place their paper flat on the ground and place their objects in the center of the paper—and then not to move them. Direct the students to observe the color of the paper that is exposed to the sun for two to three minutes, until it fades to a pale blue. 3. Take the papers inside quickly without further exposing them to direct sunlight. Soak the papers in a container of water for one minute and lay flat to dry. Observe the image on the paper. 4. Students should describe how solar energy was used to make a design on their paper in their science notebooks, or using the NaturePrint® Paper worksheet. When their NaturePrint® Papers are dry, students can glue them into their science notebooks, or onto the worksheet in the space provided.

Activity 10: Solar Balloon  Objectives Students will be able to explain that heat is energy. Students will be able to describe how light is reflected or absorbed by certain objects, listing examples of items that do either. Students will be able to describe how colors can play a role in an item's absorption or reflection and temperature. Students will be able to explain that a change in temperature indicates a change in the amount of thermal energy (heat) in a substance— the higher the temperature, the more energy. Students will be able to describe that heat rises, because as items heat up they expand and float or rise.

 Materials

 Time

Solar balloon with string Sunny day Solar Balloon worksheet, page 71

30 minutes

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2 Preparation Make a copy of the worksheet for each student. The balloon should work on any clear, sunny day even in lower temperatures. Avoid very windy days because it is difficult to tell whether the sun or the wind is lifting the balloon. If it is a very windy area, you may want to use a thicker string or rope with the balloon to make it easier to hold. If you are located in a northern area, this activity works best on a clear, sunny day with calm winds, using the light string supplied with the balloon. It will work best if you stand in an area paved with asphalt. The balloon is quite large, so a wide clearing , empty parking lot, or field without trees nearby will work best. You may also opt to modify the balloon by cutting it into smaller chunks.

Procedure 1. Take the students outside on a bright, sunny day. 2. Tie off one end of the solar balloon with a small piece of the 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. Secure the balloon to a stationary object, or let students hold onto the strings. 5. Watch as the balloon rises. 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. 6. Have students record their observations in their science notebooks, or on the Solar Balloon worksheet.

Activity 11: Solar Oven Objectives Students will be able to describe how light is reflected or absorbed by certain objects, listing examples of each. Students will be able to describe how reflected light can be concentrated on an object to perform a task like cooking or lighting fires.

 Materials Solar Oven Construction Kit supplies Small pizza boxes or scrap cardboard Plastic wrap or transparency sheets Aluminum foil Wooden skewers Markers Scissors (cardboard safety cutters or trauma shears) Rulers Masking tape

Paper plates Black construction paper Food to cook Additional materials to redesign oven Student Guides and/or science notebooks How to Make a Pizza Box Solar Oven, page 72 How to Use a Solar Oven worksheet, page 73

 Time 30 minutes to 2 hours, depending on activity direction

2 Preparation Assemble an oven using the kit materials and the instructions on page 72. Make a copy of the worksheet on page 73 for each student. Select a sunny day to complete the activity. For some climates it may be helpful to set up the oven ahead of time to allow the oven to preheat or give the food a head start to cook. In other areas or at certain times of the year, it may also make sense to skip cooking food and conduct a temperature test only. For this you will put a thermometer inside and watch for temperature change only.

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Decide if you will have your students observe your oven only or if you will ask them to create an oven of their own. If you wish for students to create their own ovens, gather materials listed above for student construction, and additional materials as needed. Decide if you will cook food in the oven(s), or if you will simply use them to show temperature change in a solar collector. If cooking food, cookies, nachos, English muffin pizzas, s'mores, hot dogs, and even steamed carrots can be used easily. Consider food allergies, food safety, outside conditions, and local "critters" when selecting a food item. Warmer, sunnier days will allow for faster and more complete cooking/warming.

Procedure 1. Read pages 53-56 to the class. Discuss concepts with students using page 57 as a guide. 2. Show students your oven. Ask them how they think it works. Ask how they might alter your oven to make it work better. If allowing students to design and construct their own ovens, provide any directions, safety instructions, and time limits. Allow students to work on their own. Arrange food in the ovens before moving outdoors. 3. Take the students outside on a bright, sunny day. Set up the solar oven and place the pan of food inside. Place the oven in the sun so that the light is focused on the oven and its contents. Make sure the thermometer is inside with the food. Record the temperature. 4. Periodically observe the oven and its contents. Use the thermometer to measure oven temperature. Allow the students to sample the food when they are finished. 5. Have students write an expository piece explaining how to use a solar oven using the worksheet. Make sure their written work includes transition words such as first, next, and last.

Activity 12: Solar Panels Make Electricity & Background This activity introduces students to the energy transformation of radiant (light) to electrical energy, and how we use them to generate electricity in solar panels. The solar panel used in this activity is on a Solar Bug or critter.

 Objectives Students will be able to describe what a solar cell looks like. Students will be able to describe how sunlight shining on a solar cell can transform energy to make a toy move.

 Time

 Materials Solar bug kit Sunny windowsill Post-it notes Art supplies Scissors

Tape Chart paper or document camera (optional) Solar Bug Observations worksheet, page 74 Solar Panels Make Electricity master, page 75

20-30 minutes

2 Preparation Make copies of the Solar Bug Observations worksheet for each student. Prepare a copy of the master to project. Assemble at least one of the solar bugs, per the written instructions included in the kit. Decide if you will use all of them to allow for more concurrent observations to occur. Test it on your windowsill in the sunlight prior to engaging with students to determine if you need to make arrangements to be in a different location for access to sunlight. Draw a model of the solar bug’s solar panel on chart paper, on the board, or on a piece of paper to show under a document camera.

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Procedure 1. Place one or more of the assembled solar bugs on a windowsill or in a sunny spot. 2. Allow students to record observations on their worksheet. 3. Point out the solar panel on the bug. Ask students to draw a picture of it on their worksheets. 4. Use your drawing or project a picture of the solar panel and discuss how it generates electricity by showing or projecting the master and giving additional examples. Review pages 58-59 and 60 to discuss how we use solar energy to generate electricity with solar panels (PV cells). Have students add labels and vocabulary to their drawings. 5. Cover the solar panel with a sticky note. Record observations on the worksheet. 6. Discuss why the solar bug is not moving. (Since no sunlight is reaching the solar panels, no electricity is being made. The bug does not move when there is no electricity.) Ask students to predict what will happen if the sticky note is removed? (Sunlight will hit the solar panel and the bug will move again.) Remove the paper and observe how the bug reacts. 7. Show the master again and discuss how solar panels can be small, like the bug, or very large. Small systems can power calculators, road signs, and campers. Large systems generate electricity to power buildings, factories, and entire neighborhoods. 8. Conclude the lesson by having students describe how sunlight made the bug move.

 Extensions For more activities with the Solar Bug, check out Brown Dog Gadgets - www.browndoggadgets.com. For more activities and in-depth solar panel (PV cell) activities, check out NEED’s solar curriculum for Elementary, Intermediate, and Secondary students at www.NEED.org/product-category/solar.

Activity 13: I Can Be a Solar Site Surveyor & Background This activity helps introduce students to careers in the solar industry while reinforcing content and activities from the kit.

 Objective Students will be able to describe a solar site surveyor as a professional career.

 Materials Solar Bug Kits (assembled) Radiometer

Sunny day Solar Site Report worksheet, page 76

 Time 45-60 minutes

2 Preparation If you have not used the solar bugs yet, assemble them using the included directions. Make sure to check the weather and find a sunny spot for the activity. Review the career information and in-depth description of how a radiometer works below if helpful for engaging students in discussion.

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Procedure 1. Write the job title, Solar Site Surveyor, on the board. Discuss the meaning of each word. (Solar = relating to the sun. Site = an area or location. Surveyor = a person who investigates and evaluates something.) So, a person who works as a Solar Site Surveyor, evaluates how much energy from the sun there is at a specific location. To help a school or homeowner decide if they can install a solar water heater or solar panels on the roof, a Solar Site Surveyor comes to the building, maybe climbs up to the roof, and uses tools and computer programs to decide if there is enough sunlight. Today you’ll work as Solar Site Surveyors to evaluate how much sunlight there is around our school. 2. Remind students it is not safe to look directly at the sun, like you a can a cloud. Brainstorm ways to tell if it is sunny outside without looking at the sun. (the sky is blue, it is bright with light outside, you see shadows on the ground) 3. Show students the solar bug and review how it works (When sunlight hits the solar panels it turns into electricity which makes a motor vibrate wiggling the bug around). How can we use this solar bug to evaluate where there is sunlight around our school? 4. Show students the radiometer and review how it works. Explain it is a special tool that does not spin in the dark, it only spins if there is light. Move the radiometer to a dark spot in the room and observe it stop spinning or spinning slowly. Then move the radiometer near a window to watch it spin faster. How can we use this radiometer to evaluate where there is sunlight around our school? 5. Explain that you will be going outside to survey the school yard. After a Solar Site Surveyor studies the amount of sunlight shining on a building, they write a report to share their findings with the building’s owner. Give students the Solar Site Report worksheet. 6. Take the solar bug and radiometer outside. Place the solar bug and radiometer on the ground in the sunshine and observe. Is the solar bug moving around fast or slow? Is the radiometer spinning fast or slow? Move to a location in the shade, place the solar bug and radiometer on the ground and observe. Is the solar bug moving around fast or slow? Is the radiometer spinning fast or slow? 7. Have students complete their worksheet as they observe. 8. Return inside and close with a discussion. What does a Solar Site Surveyor do? Would you enjoy a job working outdoors? Would you enjoy a job that helps people use the sun’s energy to heat water or make electricity for their home?

 Reflection, Assessment, and Evaluation  Materials

 Time

Evaluation Form, page 79

20 minutes

Procedure 1. Ask the students, “How do you know the sun is energy?” Have students share their learning in groups or on chart paper. 2. Discuss that energy causes change and does work, and the types of change and work they learned about and observed the sun doing over the last two weeks. 3. Have students write about what the sun's energy does. Compile the writings and make a class book about solar energy. 4. Assess student writing and work using the skills checklist on page 30. 5. Complete the unit Evaluation Form with the students and return the form to NEED as indicated.

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VOCABULARY CARDS

sun Image courtesy of Adobe Stock

solar energy Images courtesy of NASA

radiant energy 22

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VOCABULARY CARDS

atmosphere Image courtesy of Adobe Stock

The Greenhouse Effect

greenhouse effect

SUN

Atmo

s p he re

RG Y

HEAT HEAT EARTH

condensation Image courtesy of Adobe Stock

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VOCABULARY CARDS

precipitation Image courtesy of Alex Perez on Unsplash

evaporation Image courtesy of Adobe Stock

The Water Cycle SOLAR ENERGY

water cycle

CONDENSATION (Gas to Liquid)

PRECIPITATION

EVAPORATION

(Liquid or Solid)

(Liquid to Gas)

EVAPORATION

(Liquid to Gas)

OCEANS, LAKES, RIVERS (Liquid)

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VOCABULARY CARDS

wind Image courtesy of Adobe Stock

photosynthesis

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VOCABULARY CARDS

solar collector photovoltaic (PV) cell

Image courtesy of Adobe Stock

ultraviolet (UV) radiation 26

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VOCABULARY CARDS

Solar panel Image courtesy of Adobe Stock

energy temperature Image courtesy of Adobe Stock

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VOCABULARY CARDS

radiate Image courtesy of Adobe Stock

illuminate Image courtesy of Adobe Stock

electricity Image courtesy of Adobe Stock

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thermal (heat)

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Image courtesy of Adobe Stock

Science Notebook Skills Checklist

Communication is personal

Compares and contrasts

Uses evidence to support reasoning

Makes predictions with reasoning

Makes predictions

Communicates in writing

Communicates verbally

Communication

Clear presentation

Includes appropriate labels

Data is accurate

Graphs and Charts

Observations focus on details

Observations are “big picture”

Notes and Observations

Includes appropriate labels

Uses senses to record observations

Student Name

Picture is realistic (colors, shape, size)

Drawings

Designed to be a formative assessment tool, you may find this checklist useful as you work with students. Put all of your students' names down the left hand side. When you look at a child's worksheets or science notebook and see a skill demonstrated, put a dot in the box. Decide how many times (typically 3–5) you want to see the student use the skill independently before checking off the box as a sign that the student has mastered this skill.

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e What Is Energy?

Energy runs machines.

Image courtesy of Adobe Stock/ kaentian

Energy is many things. Energy is light. Energy is heat. Energy makes things move and grow. Energy runs machines. Energy is the power to change things Energy is the ability to do work. ©2026 The NEED Project The Sun and Its Energy

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Light Is Energy We use light to see. During the day, much of our light comes from the sun. At night, we turn on lights powered by electricity. Image courtesy of Artyom/Adobe Stock

We can also burn candles. Flashlights use the energy in batteries to make light. Can you think of another way to make light? 32

Image courtesy of mfahryf/Adobe Stock

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Heat Is Energy

Image courtesy of Charles Knowles

We use energy to make heat. We burn fuel to cook our food. The food we eat helps our bodies stay warm. When it is cold, we use energy to heat our homes. Campfires make heat, too. Factories burn fuel to make products. Power plants burn coal to make electricity. Have you ever cooked food on a campfire? ©2026 The NEED Project The Sun and Its Energy

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Energy Makes Things Grow All living things need energy to grow. Plants use light from the sun to grow. Plants change the sun’s light energy into sugars. Plants use some of the sugars to grow. They store some of the sugars in their fruits, leaves, stems, and roots. Plant sugars are full of energy. Image courtesy of Waldemar Brandt on Unsplash

Unlike plants, animals and people cannot change light energy into sugars. We eat plants like corn and use the energy stored in them to grow and do work. What plants do you like to eat? 34

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Energy Makes Things Move

Look around you. Many things are moving. We say they are in motion. Clouds drift across the sky. Leaves fall from trees. Birds fly. Cars drive down the road. The Earth moves. The air moves. Water moves. All living things move, too. What things do you see moving right now?

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Energy Runs Machines It takes energy to run our TVs, video games, and microwaves. This form of energy is called electricity. We use electricity every day. It gives us light and heat. It powers our machines and appliances. It helps us do work. What would your life be like without electricity?

Images courtesy of Adobe Stock

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e Energy Is the Power

to Change

When we use energy, it does not disappear. We change it into other forms of energy. When we drive a car, we change the energy in gasoline into motion, heat, and sound. When we light a match, we change its energy into heat and light. What happens when we turn on a light switch?

Image courtesy of Adobe Stock/okta88

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e How We Get Energy

The sun has energy. The sun’s energy travels to Earth as light.

Light energy from the sun is stored in plants.

People eat the plants and store the energy in their muscles.

They use the energy stored in their muscles to kick a ball and make it move. Image courtesy of Adobe Stock

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e Energy Is Kinetic

or Potential

Scientists look at forms of energy to see how they are the same and how they are different. They sort energy into two groups. Potential energy is energy stored in an object or energy that an object has because of its position. The food you eat has potential energy stored in it. So does gasoline and coal. Kinetic energy is the energy of motion. Anything that is moving has kinetic energy. Waves and wind have kinetic energy. What type of energy does this surfer have? Image courtesy of Adobe Stock ©2026 The NEED Project The Sun and Its Energy

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What Is Energy?

Energy allows us to do many things. Light is energy, so we can see. Heat is energy, so we feel warm. When we grow, we use energy. When machines work, they use energy. Things that move or change use energy. Energy is the ability to do work or make a change. Energy can be potential or kinetic. Potential energy is energy that has been stored, like in our food or in a battery. Kinetic energy is the energy of moving things, like sunlight or the wind. When we use energy, we change it from one form to another. The chemical energy in our food is changed to motion in our muscles, or to heat to keep us warm. Cars use the energy in gasoline to make them move. A flashlight uses the energy stored in a battery to light the bulb. Light, heat, sound, and motion are all forms of kinetic energy. Light moves to us in waves from the sun or the light bulbs in lamps. Heat makes atoms and molecules move. Sounds are vibrations in the air, water, or even in solid objects. When you ride a bike and when the wind blows, things are moving; they have motion energy. Even a growing plant is moving; the motion is just very, very slow. Our food gets its energy from the sun. Milk comes from cows that eat grass. The grass uses sunlight to grow. Apples come from trees, and the leaves on the trees use sunlight to grow. Gasoline got its energy from the sun, too. Long ago, tiny plants and animals in the ocean died and were buried. Over time those plants and animals became petroleum – oil – that we use to make gasoline. Those tiny plants and animals got their energy from the sun. The electricity that machines use comes from energy carried by electrons. Electrons are tiny particles in atoms. What are atoms? They make up everything. You are made of atoms, your chair is made of atoms, and your food is made of atoms. You can’t see atoms but they are there, and inside atoms are extremely tiny particles called electrons. When you turn on the lights, electrons move and provide energy to the light bulb. When you play a video game, electrons move and make the game system work. Most of our electricity comes from burning natural gas at a power plant. There are other ways to generate electricity, such as with nuclear power, burning coal, and moving air or water. Sunlight is also used to generate electricity. It provides about five percent of all our electricity.

Discussion Questions 1. What are three things you see right now that use energy? How do you know they are using energy? (People, machines, lights, class pets are using energy. They light up, they’re warm, they make sounds, they grow) 2. Where does the energy in our food come from? (The sun.) 3. What are three ways to generate electricity? (Burning natural gas, burning coal, nuclear power, moving water, with sunlight)

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The Sun and Its Energy

Some of the sun's energy reaches Earth. Most of it goes into space.

Image courtesy of NASA

The sun sends out light all of the time. The sun’s light is called solar energy, or radiant energy. Most of the sun’s energy goes into space. Some of the energy from the sun reaches Earth. ©2026 The NEED Project The Sun and Its Energy

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Solar Energy The Earth gets most of its energy from the sun. We call this energy solar energy. Sol means sun. Solar energy travels from the sun to the Earth in rays. Some are light rays that we can see. Some are rays we cannot see, like x-rays. Energy that travels in rays is called radiant energy. Like all stars, the sun is a giant ball of gas. It sends out huge amounts of radiant energy every day. Most of the rays travel into space. Only a small portion reaches the Earth. When the rays reach the Earth, some bounce off clouds back into space—the rays are reflected. The Earth absorbs most of the solar energy and turns it into heat. This heat warms the Earth and the air around it—the atmosphere. Without the sun, we couldn’t live on the Earth—it would be too cold. The sun’s energy can be converted, or changed, to heat. People, animals, and plants can live on Earth because it is just the right temperature for life. Every day, the sun radiates (sends out) an enormous amount of energy. It radiates more energy in one day than the world uses in a year. This energy comes from within the sun itself. Like most stars, the sun is a big gas ball made up mostly of hydrogen and helium atoms. The sun makes energy in its inner core through a process called nuclear fusion. During nuclear fusion, the high pressure and temperature in the sun’s core cause hydrogen (H) atoms to come apart. Hydrogen nuclei (the centers of the atoms) combine, or fuse, to form one helium atom. During the fusion process, radiant energy (light) is produced. It can take 150,000 years for the radiant energy in the sun’s core to make its way to the solar surface, and then just a little over eight minutes to travel the 93 million miles to Earth. The radiant energy travels to the Earth at a speed of 186,000 miles per second, the speed of light. Only a small portion of the energy radiated by the sun into space strikes the Earth, one part in two billion. Yet this amount of energy is enormous. The sun even provides more energy in an hour than the United States uses in a year. About 30 percent of the radiant energy that reaches the Earth is reflected back into space. Another 25 percent is used to evaporate water, which is lifted into the atmosphere and produces rainfall. Radiant energy is also absorbed by plants, the land, and the oceans.

Discussion Questions 1. How do we know the light from the sun is energy? (Energy makes change or gives us the ability to do work. The light from the sun allows us to see—without light it would be dark—light is a change—it is energy. We can feel it when it touches our skin—the light energy turns into heat—that is a change. We know it makes plants grow—growth is a change—plants die without the energy in sunlight.) 2. What would the Earth be like without the sun? (The Earth would be very cold with no living things. There would be no water cycle, no wind.)

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Greenhouse Effect SUN Ra d

ian

rgy

at He

Heat

EARTH Atmosphere

Some of the sun's energy that reaches Earth is transformed from light to heat. The atmosphere traps the heat and keeps our planet warm. This is called the greenhouse effect. ©2026 The NEED Project The Sun and Its Energy

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Nature Uses Solar Energy

Image courtesy of Adobe Stock

The sun is very important to nature. 44

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Photosynthesis

Plants turn sunlight into sugars. This provides energy for the plants to grow. Plantsplants store theradiant sugars their leaves, hotosynthesis, convert energyin from the sun emical energy in the form of glucose (or sugar). stems, fruits, and roots. ©2026 The NEED Project The Sun and Its Energy

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Using Solar Energy We Use Solar Energy In Many Ways We use solar energy in many ways. During the day, we use sunlight to see what we are doing and where we are going. Plants use the radiant energy (light) from the sun to grow. Plants absorb the radiant energy and turn it into glucose or simple sugars. The plants keep some of the sugars in their roots, stems, fruits, and leaves. It is chemical energy. The energy stored in plants feeds every living thing on the Earth. When we eat plants, and food made from plants, we store the energy in our bodies. We use the energy to grow and move. We use it to pump our blood, think, see, hear, taste, smell, and feel. We use the energy for everything we do. The energy in the meat we eat also comes from plants. Animals eat plants to grow. They store the energy in their bodies. We also use the energy stored in plants to make heat. We burn wood in campfires and fireplaces. Early humans used wood to cook food, scare away wild animals, and keep warm. Solar energy turns into heat when it hits objects. That is why we feel warmer in the sun than in the shade. The light from the sun turns into heat when it hits our clothes or our skin. We use the sun’s energy to cook food and dry our clothes. Solar energy powers the water cycle. The water cycle is how water moves from clouds to the Earth and back again. The sun heats water on the Earth. The water evaporates—it turns into water vapor and rises into the air to form clouds. The water falls from the clouds as precipitation—rain, sleet, hail, or snow. When the precipitation falls to Earth, gravity pulls it to lower ground. There is energy in the moving water. Solar energy makes the winds that blow over the Earth. The sun shines down on the land and water. The land heats up faster than the water. The air over the land gets warm. The warm air rises. The cooler air over the water moves in where the warm air was. This moving air is wind.

Discussion Questions 1. What are some foods made from plants? (Breads, pastas, rice, vegetables, fruits, etc.) 2. How does the energy in a hamburger come from the sun? (A hamburger is made from beef from a cow that ate grass—the grass absorbed energy from the sun.) 3. Should you wear a white shirt or a black shirt on a hot, sunny day? (A white shirt—dark colors absorb more light energy and turn it into heat.)

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The Food Chain

The sun is part of the food chain. Plants can turn sunlight directly into food, but animals cannot. A mouse gets its energy from the plant, which got its energy from the sun. A snake gets its energy by eating the mouse. A hawk gets its energy by eating the snake. The sun’s energy flows through them. ©2026 The NEED Project The Sun and Its Energy

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The Water Cycle Solar Energy

Condensation (gas to liquid)

Precipitation (liquid or solid) Evaporation (water vapor)

Evaporation (liquid to gas)

Oceans (liquid)

The sun is important to the water cycle. Solar energy causes water to evaporate. 48

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Top View of Radiometer Top View of Radiometer Black vanes absorb radiant energy

Air molecules near the black vanes heat up and bump back into black vanes pushing them

White vanes reflect radiant energy

When the air molecules hit the white sides of the vanes, they push a little. When the air molecules hit the black sides of the vanes, they push a lot. Since there is more of a push on one side than the other, the vanes begin to turn. ©2026 The NEED Project The Sun and Its Energy

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How Wind is Formed WA

RM A IR

CO O L A I

1. The sun shines on land and water. 2. Land heats up faster than water. 3. Warm air over the land rises. 4. Cool air over the water moves in.

Solar energy causes wind to form.

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Ultraviolet Radiation

Image courtesy of Adobe Stock

Using "broad spectrum" sunscreen, as shown by the skin on the right, blocks UVA and UVB radiation from the sun.

The sun's energy travels in rays or waves. This is called radiation. The sun's waves have different lengths and different names. One type of wave is called ultraviolet, or UV radiation. Too much UV radiation is harmful. It can damage your eyes, cause your skin to burn, or make you sick. We need to protect ourselves from UV radiation. 51

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Ultraviolet Radiation 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.

More Information There are three types of UV radiation—UVA, UVB, and UVC. The ozone layer absorbes 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. 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 or download the EPA's free UV Index Smartphone app at https://www.epa.gov/sunsafety. 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, or cold 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.

Discussion Question 1. What do you do to protect yourself from UV radiation? (Wear sunscreen, sunglasses, hat, protective clothing, seek shade, etc.)

Note: Information for this section has been taken from the U.S. Environmental Protection Agency. For more information, visit www.epa.gov/sunsafety.

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People Use Solar Energy

Image courtesy of Adobe Stock

We use solar energy for many things. Solar energy provides light so we can see during the day. We can dry clothes with solar energy.

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Image courtesy of Charles Knowles

We burn plants like wood to turn their energy into heat. We eat plants that have stored solar energy.

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Solar Oven

We can cook food with solar energy.

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Solar Collector Solar Energy Heat

Light from the sun passes through the window and hits the inside of the car. It turns into heat and is trapped inside. 56

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Collecting Solar Energy Why don’t we use the sun for all our energy needs? We don’t know how to yet. The hard part is capturing the energy. Only a little bit reaches any one place. On a cloudy day, most of the solar energy never reaches the ground at all. Lots of people put solar collectors on their roofs. Solar collectors capture the energy from the sun and turn it into heat. People can heat their houses and water using solar energy. Heating with solar energy is not as easy as you might think. Capturing sunlight and putting it to work is difficult because the solar energy that reaches the Earth is spread out over a large area. The amount of solar energy an area receives depends on the time of day, the season of the year, the cloudiness of the sky, and how close it is to the Earth’s Equator. A solar collector is one way to capture sunlight and change it into usable heat energy. A closed car on a sunny day is like a solar collector. As sunlight passes through the car’s windows, it is absorbed by the seat covers, walls, and floor of the car. The absorbed energy changes into heat. The car’s windows let radiant energy in, but they do not let all the heat out. Space heating means heating the space inside a building. Today, many homes use solar energy for space heating. A passive solar home is designed to let in as much sunlight as possible. It is like a big solar collector. Sunlight passes through the windows and heats the walls and floor inside the house. The light can get in, but the heat is trapped inside. A passive solar home does not depend on mechanical equipment, such as pumps and blowers, to heat the house. An active solar home, on the other hand, uses special equipment to collect sunlight. An active solar home may use special collectors that look like boxes covered with glass. These collectors are mounted on the rooftop facing south to take advantage of the winter sun. Dark-colored metal plates inside the boxes absorb sunlight and change it into heat. (Black absorbs sunlight better than any other color.) Air or water flows through the collector and is warmed by the heat. The warm air or water is distributed to the rest of the house, just as it would be with an ordinary furnace system. Solar energy can be used to heat water. Heating water for bathing, dishwashing, and clothes washing is the second biggest home energy cost. A solar water heater works a lot like solar space heating. In the Northern hemisphere, a solar collector is mounted on the south side of a roof where it can capture sunlight. The sunlight heats the water and stores it in a tank. The hot water is piped to faucets throughout a house, just as it would be with an ordinary water heater. Installing a solar water heater can save up to 50 percent on water heating bills.

Discussion Question 1. Where on the Earth do you think it would be easy to capture solar energy? (The desert, near the Equator, any place where it is sunny most of the time.)

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Electricity from the Sun

Image courtesy of Kristian/Adobe Stock

Scientists invented solar cells. Solar cells convert the sun’s energy into electricity. Many solar cells together make a module. Many modules connected together make a panel. Some people put solar panels on their homes so they can generate electricity from the sun. Solar panels can be expensive, but electricity from the sun is clean and free. 58

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Electricity in Space

The International Space Station in orbit. Image courtesy of NASA

Many solar panels make a solar array. Solar arrays are used to make electricity for cities. Solar arrays are used on the International Space Station to provide electricity for the astronauts. ©2026 The NEED Project The Sun and Its Energy

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Solar Energy Can Make Electricity Solar panels are also called photovoltaic (PV) cells. PV cells turn the sun’s energy into electricity. Photo means light and volt is a measure of electricity. PV cells are made of silicon, the main ingredient in sand. Each side of the silicon wafer has a different chemical added. When sunlight hits the PV cell, the wafers make electricity. Some toys and calculators use small PV cells instead of batteries. Big PV cells can make enough electricity for a house, and fields full of PV cells can power neighborhoods and towns. People who live far from power lines can use PV cells to generate their electricity, and people who live near powerlines can use PV cells to rely on powerlines less. Some schools are adding PV cells to their roofs. The electricity helps lower the amount of money schools must pay for energy. The students learn about the PV cells on their school buildings. Today, solar energy provides a little more than five percent of the electricity we use. In the future, it could be a major source of energy. Scientists are always researching and looking for new ways to capture and use solar energy. Photovoltaic cells are also called PV cells, or solar cells, for short. You are probably familiar with photovoltaic cells. Solar-powered toys, calculators, and roadside telephone call boxes all use solar cells to convert sunlight into electricity. Solar cells are made of a thin piece of silicon—the substance that makes up sand and the second most common element on Earth. One side of the silicon wafer has a small amount of boron added to it, which gives it a tendency to attract negatively charged electrons. It is called the p-type silicon because of its positive tendency. The other side of the silicon wafer has a small amount of phosphorous added to it, giving it an excess of free negatively charged electrons. We call this n-type silicon. It has a tendency to give up its electrons. When the two sides have both been chemically modified, some electrons from the n-type silicon flow to the p-type silicon, forming an electric field between the layers. The p-type silicon now has a negative charge and the n-type silicon has a positive charge. When the PV cell is placed in the sun, the radiant energy energizes the free electrons. If a circuit is made connecting the sides, electrons flow from the n-type silicon through the wire to the p-type silicon. The PV cell is producing electricity—the flow of electrons. If a load, such as a light bulb, is placed along the wire, the electricity will do work as it flows. The conversion of sunlight into electricity takes place silently and instantly. There are no mechanical parts to wear out.

Discussion Questions 1. Have you seen a solar cell? Where did you see it? 2. What did it power?

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Name __________________________________________________

Date _________________________

Teacher's Pet Observations What does the teacher's pet look like?

First, I saw

inside the box.

When sunlight entered the box, I saw When

light entered the box, I saw

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. .

Dark

Explain what you observed. What did you learn? _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________

Sunlight

Draw a picture of the final result.

Question: What happened when we put one plant in the sunlight and one plant in the dark?

Date ________________

Name

My Plant Investigation Science Notebook

Day _____

Date ______________________

Draw a picture of your prediction:

Prediction: I predict ________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ because ________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________

Question: What will happen if we put one plant in the sunlight and one plant in the dark?

Dark

Observations: Draw a picture of the plant in the sunlight and a picture of the plant in the dark. Sunlight

What do you notice about the plants? _________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

Dark

Sunlight

Observations: Draw a picture of the plant in the sunlight and a picture of the plant in the dark.

Observations: Draw a picture of the plant in the sunlight and a picture of the plant in the dark. Dark

Day _____

Sunlight

Date ______________________

Name __________________________________________________

Date _________________________

Radiometer Draw a picture of the radiometer below and label the parts.

What happens when you put the radiometer in the sun?

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Reading a Thermometer

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Name __________________________________________________

Date _________________________

Black and White Question: What will happen to the temperature if we place one thermometer in a black pouch and one thermometer in a white pouch? Prediction:

Name __________________________________________ Date ______________________________ Question: What will happen to the temperature if we place one thermometer in a black pouch and one thermometer in a white pouch?

Black

White

Thermometer A

Thermometer B

Prediction: _________________________________ __________________________________________ __________________________________________ __________________________________________ Starting Temperatures: __________________

________________

Thermometer A Starting Temperatures:

Thermometer B

Ending Temperatures:

Thermometer A

__________________

________________

Thermometer A

Thermometer B

Conclusion:

_____________________________________ Ending Temperatures: _____________________________________ _____________________________________ Thermometer A _____________________________________ _____________________________________ _____________________________________ _____________________________________ Thermometer B

Conclusion:

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Name __________________________________________________

Date _________________________

Sand and Dirt What happens when sand and dirt absorb sunlight? Draw a picture of the experiment

PREDICTION The sand in the

will feel warmer because

DATA The sand in the shade feels

The sand in the sun feels

PREDICTION The dirt in the DATA The dirt in the shade feels The dirt in the sun feels

will feel warmer because

. .

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Name __________________________________________________

Date _________________________

Color Changing Bracelet Before

After

Where were you when the beads were white? Where were you when the beads changed color? What makes the beads change color?

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Name __________________________________________________

Date _________________________

NaturePrint® Paper

How did solar energy make the design on your NaturePrint® Paper?

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Name __________________________________________________

Date _________________________

Solar Balloon Before

After

What happens when the solar balloon is left in the sun?

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MASTER

How to Make a Solar Oven Back Do Not Cut

Cut

Procedure

Back Front

1. On the top (lid) of the pizza box, use a marker to draw a square one inch from all sides of the box. See Diagram 1.

Foil

ew er

Box

Diagram 3 w er Sk e

or ct

Black Paper

fle

10. Let food cook, and check the reflector angle periodically to make sure sunlight is getting inside the solar oven.

Front

9. Tape one end of the skewer to the reflector lid, and attach the other end to the pizza box to adjust the reflector. See Diagram 3.

or ct

8. Place food on a paper plate and place inside the oven.

fle

Cut

5. Open the entire box lid and tape black construction paper to the bottom of the inside of the box to help absorb the incoming sunlight. See Diagram 2.

7. Go outside in the sunlight and place the box on a flat, level surface.

Plastic Wrap

4. Tape plastic wrap over the hole you cut into the lid. Seal all four of the edges with tape. See Diagram 2.

6. Cover any air leaks around the box edges with tape. Make sure that the box can still be opened to place food inside or remove it later.

Do Not Cut

Cut

3. Tape aluminum foil to the inside surface of the new flap you just cut, with the shiny side visible. Smooth out any wrinkles. See Diagram 2.

Diagram 2

2. Use scissors to cut along the front and sides of the square you just drew. Leave the fourth side along the box’s hinge uncut, as indicated on Diagram 1.

Cut

Box Lid

Cut

1 Small pizza box Plastic wrap Aluminum foil 1 Wood skewer Marker Ruler Scissors Tape 1 Sheet black construction paper Food to cook Paper plate

Diagram 1

Cut

 Materials

Box

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Name __________________________________________________

Date _________________________

How to Use a Solar Oven

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Name __________________________________________________

Date _________________________

Solar Bug Observations What happens to a solar bug in the sunlight?

The solar bug

in the sunlight.

A solar panel.

When the solar panel is covered the bug

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MASTER

Solar Panels Make Electricity

Sun

Silicon wafers in solar cells make electricity

Solar Field

House

Calculator

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Solar Site Report by

on (name)

I investigated this site.

(date) I used this tool.

In the sunlight, the radiometer

In the shade, the radiometer

The best site for the solar bug to move is

The best site for the solar bug to be still is

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Youth AWards Program for Energy Achievement

Youth Energy Conference & Awards

NEED’s annual Youth Awards Program for Energy Achievement rewards students for their efforts in energy outreach and student leadership.

The NEED Youth Energy Conference and Awards gives students more opportunities to learn about energy and to explore energy in STEM (science, technology, engineering, and math).

The Youth Awards Program is great for all schools—new to energy education, or veteran. Projects and outreach completed for the program provide opportunity for enrichment and engagement, as well as an opportunity for your students, classroom, and school to shine. Youth Awards projects can be completed by afterschool/out-of-school time programs, community groups, and even families!

The annual June conference has students from across the country working in groups on an Energy Challenge designed to stretch their minds and energy knowledge. The conference culminates with the Youth Awards Ceremony recognizing student work throughout the year and during the conference. For More Info: www.NEED.org/youthenergyconference

What’s involved? Students and teachers set goals and objectives and keep a record of their activities. Students create a digital project to submit for judging. In April, digital projects are uploaded to the online submission site.

Check out: For more information and project submission details, we invite you to visit https://youthawards.NEED.org. Be sure to explore the site to view past winning projects and garner inspiration!

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Looking for more energy information and resources? Check out the “Student” section of NEED’s website for great energy information and resources, including our graphics library, science fair project ideas, video clips, our Energy Infosheets, and much more!

Visit www.NEED.org/NEED-students

URANIUM A T A GLANCE

WHAT IS UR

ANIUM?

Uranium is a naturally occur ring radioactiv heavy and is e element, that classified as is very hard and a metal. It is fissioned. It is also one of the the fuel used few elements by nuclear powe that is easily the Earth was r plants. Uran created and ium was form is found in rocks ed when a lot of urani all over the world um are called . Rocks that conta uranium ore, abundant, is or in pitch -blende. Uran a nonrenewa ium, although ble energy sourc Three forms e. (isotopes) of uranium are uranium-235 found in nature, urani and uranium-2 um-234, 38. These numb and protons ers refer in each atom to the numb . Uranium-235 er of neutrons production becau is the form comm se, unlike the only used for other isotopes, energy bombarded the nucleus splits by a neutron. During fissio easily when bombarding n, the uranium-2 neutron, causi 35 atom absor ng its nucleus bs a mass. At the to split apart same time, the into two atoms of fission reaction radiation, as lighter releases energ well as relea y as heat and sing more neutr on to bombard ons. The newl other uranium y released neutr atoms, and the ons go over. This is called process repea a chain react ts itself over ion. and

WHAT IS NU

URANIUM FU

EL C YCLE

Uranium pr ov consumed ided 8.50 percent of in the Unite al d States in l energy 2022.

The steps— from mining the uranium disposal—a ore, through re called the its use in a nucl uranium fuel ear reactor, cycle

to its

TOP NUCLEA

R STATES

CLEAR ENER

Nuclear energ y is energy that comes from particles that the nucleus of make up all objec an atom. Atom ts in the unive s are the protons, and rse. Atoms consi electrons. Nucle st of neutrons, ar energy is relea two processes: sed from an nuclear fusio atom through n or nuclear released when one of fission. In nucle the nuclei of ar fusion, energ atoms are comb y the sun produ is ined or fused ces energy, In together. This nuclear fissio is how of atoms are n, energy is relea split apart. Nucle sed when the ar fission is the nuclei nuclear plant only method s to generate currently used electricity. by

PENNSYLVA

NIA

ALABAMA

NORTH CAR OLIN

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The Sun and Its Energy Evaluation Form State: ___________ Grade Level: ___________ Number of Students: __________ 1. Did you conduct the entire unit?



Yes



2. Were the instructions clear and easy to follow?



Yes



3. Did the activities meet your academic objectives?



Yes



4. Were the activities age appropriate?



Yes



5. Were the allotted times sufficient to conduct the activities?



Yes



6. Were the activities easy to use?



Yes



7. Was the preparation required acceptable for the activities?



Yes



8. Were the students interested and motivated?



Yes



9. Was the energy knowledge content age appropriate?



Yes



10. Would you teach this unit again? Please explain any ‘no’ statement below



Yes



How would you rate the unit overall?



excellent



good



fair



poor

How would your students rate the unit overall?



excellent



good



fair



poor

What would make the unit more useful to you?

Other Comments:

Please fax or mail to: The NEED Project

8408 Kao Circle FAX: 1-800-847-1820 Manassas, VA 20110 Email: info@need.org

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