Lesson 1: Solar Energy on Earth
Duration of Days: 7
Lesson Objective
1. Students will investigate the transfer of energy from the Sun to Earth and the atmosphere.
2. Students will develop and use models to describe the unequal heating of Earth by the Sun and how energy flows through the system of Earth and the atmosphere.
1. How does energy transfer from the Sun to Earth and the atmosphere?
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MS-ESS2-6
Interpreting diagrams and models of solar heating of land and water
Explaining cause-and-effect relationships in temperature, air movement, and water evaporation
Using evidence to support explanations of energy transfer in the atmosphere
Applying academic science vocabulary in context
Analyzing charts and data to compare heating rates of land, water, and air
Students explore how solar energy affects Earth’s atmosphere, weather, and water cycle. They investigate how sunlight heats land and water differently and how this energy drives air and water movement.
To help students understand the role of the Sun as the primary energy source for weather patterns, atmospheric circulation, and the water cycle.
DOK 2 (Skills & Concepts)
Observing how sunlight affects temperature in neighborhoods, parks, or schoolyards
Connecting solar heating to daily weather, outdoor activities, or energy use in homes
Discussing local urban heat islands or shaded vs. sunny areas in communities
Relating solar energy to urban gardening, solar panels, and sustainability
Connecting sunlight patterns to local climate and seasonal changes
The Sun heats all parts of Earth equally
Solar energy does not drive air or water movement
Land and water heat and cool at the same rate
Weather happens independently of solar energy
The Sun’s energy only affects temperature, not precipitation or winds
Use diagrams, videos, and simulations of solar heating and atmospheric circulation
Provide sentence stems for explaining cause-and-effect relationships
Pair or group students for observation and discussion activities
Highlight and chunk key vocabulary (solar energy, radiation, conduction, convection, evaporation)
Use graphic organizers to compare heating of land, water, and air
Connect examples to students’ local experiences with sun exposure, weather, and energy use
Formative Assessment
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