Energy+Transfer+and+The+Seasons


 * __Lesson Code (Course - Master Objective # - Benchmark # - Lesson # -__ **
 * * __Physical Science -__  ||


 * __Title - Author__ **
 * * __Energy from the Sun and the Reason for the Seasons- Carla Johnson, Scott Link, Tanya Dalrymple, Kim Morgan__  ||


 * __Benchmark/Expectation/Concept/Process/Skill__ **
 * * __4.2. Thermal energy is transferred (moved) as heat using conduction, convection, and radiation when there is a difference in temperature between two things (until equilibrium).__
 * __5.2 Relate the tilt of the Earth and its position as it revolves around the sun to the direct and indirect of sunlight.__
 * __5.3 Relate directness of sunlight to seasonal change.__ ||

[|Process] || [|Show-Me] [|Science Content] || [|Missouri] [|Science G(C)LE(s)] || [|SJSD]  || __National__ __(__ [|5-8] __,__ [|9-12] __)__ ||
 * __Relevant Goals__ **
 * [|Show-Me]
 * * __Goal 1 - Students in Missouri public schools will acquire the knowledge and skills to gather, analyze and apply information and ideas.__  || *  __1. properties and principles of matter and energy__
 * __6. composition and structure of the universe and the motions of the objects within it__ || *  __1.2.A.7.__ __a-e__
 * __6.2.C.7.f.__ || *  __6__  ||


 * __Learning Path__ **
 * __Previous Learning__ || __Targeted Learning__  || __Future Learning__  ||
 * * <span style="background-color: #ffffff; color: #1155cc; font-family: Arial; font-size: 13px; vertical-align: baseline;">__1.2.A.7.__ __c.__ <span style="background-color: #ffffff; color: #1155cc; font-family: Arial; font-size: 13px; vertical-align: baseline;">__Identify thermal energy is transferred as heat from warmer objects to cooler objects until both reach the same temperature (equilibrium)__
 * <span style="background-color: #ffffff; color: #1155cc; font-family: Arial; font-size: 13px; vertical-align: baseline;">__1.2.A.7.__ __d.__ <span style="background-color: #ffffff; color: #1155cc; font-family: Arial; font-size: 13px; vertical-align: baseline;">__Identify the type of materials that transfer energy by conduction, convection, and/or radiation__
 * <span style="background-color: #ffffff; color: #1155cc; font-family: Arial; font-size: 13px; vertical-align: baseline;">__1.2.A.7.__ __e.__ <span style="background-color: #ffffff; color: #1155cc; font-family: Arial; font-size: 13px; vertical-align: baseline;">__Describe how heat is transferred by conduction, convection, and radiation, and classify examples of each__ || * <span style="background-color: #ffffff; color: #1155cc; font-family: Arial; font-size: 13px; vertical-align: baseline;">__6.2.C.7.f. Relate the axial tilt and orbital position of the Earth as it revolves around the Sun to the intensity of sunlight falling on different parts of the Earth during different seasons__  || * <span style="background-color: #ffffff; color: #1155cc; font-family: Arial; font-size: 13px; vertical-align: baseline;">__1.2.A.7.a. Identify thermal energy as the random motion (kinetic energy) of molecules or atoms within a substance__
 * <span style="background-color: #ffffff; color: #1155cc; font-family: Arial; font-size: 13px; vertical-align: baseline;">__1.2.A.7.__ __b.__ <span style="background-color: #ffffff; color: #1155cc; font-family: Arial; font-size: 13px; vertical-align: baseline;">__Use the kinetic molecular model to explain changes in the temperature of a material (including the Earth__ <span style="background-color: #ffffff; color: #000099; font-family: Arial; font-size: 13px; vertical-align: baseline;">file://localhost/Applications/iWeb.app/ <span style="background-color: #ffffff; color: #1155cc; font-family: Arial; font-size: 13px; vertical-align: baseline;">__during seasons)__ ||


 * __Possible Misconceptions__ **
 * * __Seasons are caused by our distance from the sun.__
 * __Temperature, thermal energy, and heat are the same thing.__
 * __Energy can be used up/destroyed.__ ||


 * __Teacher Notes__ **


 * __Engage: Engages the learner’s mind in the concept, process, or skill to be learned, and makes connections between prior experiences and the current learning goals.__ **
 * * __Bulb Activity (SW investigate the thermal energy emitted from a light bulb) ⇒ “control” *measure temperature change of probe from a 60 Watt bulb at 0.5m__  ||
 * * __Formative Assessment(s): What type of heat transfer is taking place?__  ||


 * __Explore: Provides or creates a common experience for all learners and helps the teacher identify the prior knowledge of each learning to build on. This stage allows time for the learner to explore their ideas. This stage should be concrete and meaningful to the learner.__ **
 * * __4Q: Factors that affect temperature change --different groups testing variables (ie. angle, distance, type of bulb, how long light is on, wattage, color of object being heated) Student groups pick a variable to test and set up/perform experiments.__
 * __SUPPLIES NEEDED: different types of bulbs, numerous lamps, temperature probes or thermometers__ ||
 * * __Formative Assessment(s): Experiment design assessment opportunity (hypothesis, graphing, etc. - teacher choice)__  ||

__Sharing out: have students make charts to hang for others to view OR have students listen to voice recordings and make a mindnode as they listen to the conclusions__
 * __Explain: Allows the learner to construct an explanation (claim__ ____ __evidence__ ____ __reasoning). The teacher provides information in common terms to increase the accuracy of the explanation.__ **
 * * __Read about thermal energy transfer (articles selected by teacher and annotated) and write conclusions---share out__

__Articles for Conclusion Reasonings:__

__Bulb Wattage: http://www.ehow.com/how-does_5202056_wattage-bulb-affect-energy-use_.html__

__Angle:__ http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=8&sqi=2&ved=0CFkQFjAH&url=http%3A%2F%2Fwww.challenger.org%2Flessons%2F57.pdf&ei=VcxDT8X3JcbdqgGo94HcCg&usg=AFQjCNG5inKvvW3tc9B2ugwiWsChkZWOUg&sig2=mqAAMfKWx88jSn4OfyQ6Rg __- You will have to print and mark the selection on “inclination.”__

__Color of light/object:__ []

__Distance from energy source:__ http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=8&sqi=2&ved=0CFkQFjAH&url=http%3A%2F%2Fwww.challenger.org%2Flessons%2F57.pdf&ei=VcxDT8X3JcbdqgGo94HcCg&usg=AFQjCNG5inKvvW3tc9B2ugwiWsChkZWOUg&sig2=mqAAMfKWx88jSn4OfyQ6Rg __- You will have to print and mark the selection on “distance.”__

__How long light is on:__ __http://home.howstuffworks.com/question236.htm__

__Type of Bulb:__ __http://home.howstuffworks.com/question236.htm__ ||
 * * __Formative Assessment(s): What factors affect energy transfer, type of heat transfer, and which variables tested most affect seasons (use season question to group students for arguementation activity__  ||

__Time Crunch Alternative: Do a sticky note bar graph to vote on which conclusions best explains seasonal differences. Discuss as class why someone would pick each of the variables as the answer. Have students research (articles, online, with videos, etc) which conclusion best explains seasons. Then, redo sticky bar graph to see how results have changed.__
 * __Elaborate: Pushes learner understanding, building on current understanding to increase the depth and breadth of understanding. Allow the learner to extend and apply the concepts, processes, or skills. Allows learner to experience new situations to apply to their learning.__ **
 * * __Which conclusions best explain why it is colder in the winter than in the summer? or Why are seasons in the N. Hemisphere and S. Hemisphere are different? Students construct arguments--debate each other.__

__Purpose for Research:__ __Find out what factors have the biggest effect on temperatures for each season__ __Relate the tilt of the earth to areas of concentrated light (direct/indirect sunlight)__ ||
 * * __Formative Assessment(s): sticky note bar graph of responses--before and after research__
 * __Have students write out evidence that answers the main questions about seasonal change__ ||


 * __Evaluate: Provides and opportunity for the learner to assess their own understanding and be able to demonstrate the depth and breadth of that understanding to others. Teacher assesses the learner’s level of understanding and mastery.__ **
 * * __Summative Assessment(s): Students will be able to describe how energy is transferred from the sun and how the intensity/concentration of energy in an area (due to the tilt of the earth) affects seasonal temperature change. --evaluate arguements and/or final checkpoint/quiz__  ||

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 * __Additional Resources:__ **
 * * __Text:__
 * __Online Articles for CER__
 * [|Factors Affecting Temperature]
 * __Article that talks about different lights for aquariums and how lights are different:__ []
 * [] __good diagrams seasons__
 * [] __exaggerated orbit earth / sun__
 * [] __excellent links/project on tilt causing seasons__
 * [] __good explanation of seasons__
 * __http://www.woodlands-__ [|junior.kent.sch.uk/time/seasons.htm] __3 good reasons for seasons__
 * __http://www.nasa.gov/centers/langley/pdf/245895main_MeteorologyTeacherRes-Ch4.r3.pdf good teacher reference__
 * __http://www.wiziq.com/tutorial/29480-Transfer-of-Thermal-Energy powerpoint to use as base for thermal transfer__
 * [] __good diagrams of heat transfer__
 * [] __good energy chart and trivia items for engagement__
 * [|Color Absorption and Heat Transfer Article]
 * [] __excellent for elaboration of heat transfer__
 * __Video clip explaining the answer: Why is the summer hot and the winter cold__


 * __Websites:__
 * __Read more:__ [|How the Earth's Angle of Heat Energy From the Sun Affects the Seasons http://www.ehow.com/info_8696008_earths-energy-sun-affects-seasons.html#ixzz1n2IMWxrc]
 * __http://www.ehow.com/info_8696008_earths-energy-sun-affects-seasons.html__
 * __Exploring the Seasons - NASA website -__ []
 * __NASA - Ask an Astrophysicist -__ []
 * __Reasons for the Seasons -__ []
 * __Video:__ ||


 * __Teacher Review: Include date, course, and name of teacher.__ **