2. Let’s Think About…
What happened to the energy from the sun when it hits the earth?
Record you thoughts in your note page.
Turn to your elbow partner and share your ideas.

3. Challenge
As a scientist, you have been commissioned to investigate what happens to the sun’s energy after it has hit the earth in a local ecosystem.
Based on temperature measurement and material sampling, you noticed that there are three distinct areas in the ecosystem.

4. Clear Expectations with Design Criteria
Learning Target:
I will plan and carry out an investigation about energy transfer in the air.
Success Criteria: (You’ll know you are done when you can…)
Plan an investigation that answers the question
”What happens to the sun’s energy after it has been absorbed by the Earth?”
Identify the materials and steps for an investigation.
Use your results to report to the class what you observed in terms of the energy.

5. Investigation Materials
Three distinct areas in your ecosystem:
Candleland (represented by a candle)
Lampland (represented by a lamp),
Waterland (represented by a bowl of water)
Whirligig
String
Scissors

6. Prep for the Investigation
What are the elements of a scientific investigation?
Review and/or record these in your notebooks.
Examine the materials available, how are you going to use the whirligig?
Make a plan with your table group
Whole group sharing

7. Does Your Investigation Include What it Needs?
A plan of your investigation steps for the teacher to view and approve.
Once your plan has be approved, you may gather materials and set up your investigation.
Before you begin, do a safety check.
Conduct your investigation and record your data.

8. Analyze Your Data
Each table group will share what they did and their results of their investigation.
What patterns do we see in the data?
How can we make our data more quantitative?

9. Re-design Re-design your investigation to collect measurements
Conduct investigation
Record data
Again, be prepared to share

10. Again, Analyze Your Data
Each table group will share what they did and their results
What did we learn from this investigation that we didn’t know from the first try
What claim can you make from the data from both experiments?
What is your evidence?

11. Make a Model
Based on your observations and results, draw a model that incorporates what you think is happening to the energy radiated by all 3 “lands” and absorbed by the air molecules.
Share your ideas with a partner.

12. Reading Read the selection provided.
Put a * next to the ideas that help you think about your model
Put a ? next to the ideas that you don’t understand or have questions about
Put an ! Next to the ideas that you thought were interesting.

13. Reading Share Discuss your *, ? and ! points with a partner
Be prepared to share what you discovered with the whole class

14. Revise Your Model
Based on your reading and discussion, revise your model of the 3 “lands”
Share with a partner
Be prepared to share with the class
What can we now say about how the energy moves in the atmosphere?

15. What Goes Up Must ….. Partner share:
what do you think happens to the air once it goes up?
Why? What is your reasoning?

16. Video We’ll watch the video 3 times:
On your own. Record your observations and your questions. How does this fit with your learning so far?
Discuss what your ideas with a partner. How might the video impact your 3-land model?
Whole group discussion.
Revise your model to include your new thinking.

17. Compare the Lands
What do think would happen to the air if the lampland was next to the waterland? Discuss with a partner.
Be prepared to share your ideas.
Draw a model of the movement of the air between “lampland” and “water land.”
Use it to explain the transfer of energy and the movement of air.

18. What do you notice?

19. I Wonder Watch the video. Zoom in on the coast.
What does your explanation from your model have to do with wind movement?.....