Human Dependency on the Sun and Earth's Resources

Grade: 3

Lesson Plan Theme/Topic: The sun gives us light and heat that we need to survive.

Standards Addressed: SC.3.E.6.1

Goals: (What do you expect the students to be able to know and do?)

Students should know that heat and light on Earth come from the sun. They should be able to tell you some of the things that would happen to Earth if the sun was suddenly gone, such as the planet becoming very cold. They should realize that the sun is the source for our resources, and without the sun, we would not be able to rely on the Earth.

Formative Assessments: (How will your students demonstrate that they have met the goals? How will they assess themselves?)

After the lesson, the students will have a quiz to assess their knowledge.

Key Content: (What key elements will be learned or practiced?)

Vocabulary: Natural resources, heat, light, cultivate, transform

Skills: Critical thinking (What would happen if the sun was gone? Why is sunlight different than other natural resources?), test-taking skills, writing (for the quiz), art and gardening skill for activity/craft.

Resources, Instructional Materials, Technology:

Craft/activity materials, YouTube videos, quiz.

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Anticepatory Set: To start class, I would like you guys to watch a video on natural resources. Before we do, can anyone tell me what resources are? *Comment on each answer*

Possible A: "Things we need to live" "things we get from the Earth that we use" "water" "food" "shelter/clothes"

There is one thing in the video (sunlight) that does not come from Earth but we need to get most of the natural resources found on the planet. As you listen to the video, try to think about what it is.

Natural Resource Video: https://www.youtube.com/watch?v=8LfD_EKze2M

Could anyone figure out what it is? It's sunlight! We need sunlight to grow plants, to be warm enough to go outside and breathe the air, so cows could eat plants and we can drink their milk, etc.

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We learned about the sun's energy earlier this week. Can anyone tell me what two types of energy the sun gives us?

A: Light and heat.

I want you to imagine what the world would look like if the sun suddenly stopped giving us light and heat. What would happen to bodies of water? Our bodies? Plants? Animals? What would it look like outside?

Possible A: Water would start to freeze, we would be very cold, it would be dark outside, plants would die, animals would be cold and/or die. Not all these answers have to be discussed.

Here is a video on what would happen if the sun suddenly burnt out: https://www.youtube.com/watch?v=pDB8Mg9kyoQ

Does anyone have any questions about the video?

Let's think a little more about what might happen if the sun were to suddenly disappear or fizzle out. What are some things that we need to live, but would be hard to get?

A: Food (plants and animals), water, shelter, maybe clothes.

Not only are we reliant on Earth for our food to grow, air to breathe, and gas to power our cars, but we are reliant on the sun to give light and heat to the Earth so that these things are possible. Without the sun's energy, we would not have life on earth, and the Earth would not be able to provide us with many of its natural resources.

Have kids take quiz

Quiz under: Without_Sun_Quiz.docx

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To show you all the power of the sun's energy, we are going to start growing some plants of our own!

Activity: Planting Chia People

Materials:

1. Several packs of chia seeds

2. Garden soil

3. Mini cloth planeters for each student. Here and here are a few good sites to purchase some as of 2020. You may also be able to find some at garden sections of Home Depot, Lowes, Walmart, or a local gardening store.

4. A few different colored sharpies (some good colors are black, red, green, blue, and brown).

5. Small watering pail to keep in the classroom and water plants with.

Instructions:

1. Pass out a mini cloth planer to each student and put various colored sharpies at their table. Have the students write their name on the bottom.

2. Instruct them to decorate their cloth planters as faces however they like, but don't draw any hair! Make sure the planters are facing up when the kids begin drawing, not upside down.

3. Have the kids bring their planters up to you as they finish. Fill (or have the kids fill) the planters with soil up until slightly below the brim.

4. Give the students chia seeds they can plant all throughout the planter, then have them spinkle some more dirt on top, covering the seeds.

5. Once the students have finished, have them place their creations by the window where the sun can reach them. If there is not much room, rotate which planters receive more sun throughout the week.

6. Be sure to water the chia plants every school day. They will sprout a full head of hair within a few weeks!

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Closure (Reflect or Cool-Down Set): Ask the students how growing plants relates to the sun. The answers should relate to how the sun gives us heat and light, which allows plants to grow. Then have them take the quiz.

Adaptations (For Students With Learning Disabilities): For students with trouble understanding the information, explain to them separately how many plants need warm temperatures and light to grow, and that the only way we can get this naturally is from the sun. Help them make the conclusions and connections that without the sun, plants wouldn't be able to live on their own, and we would have trouble growing foods like vegetables as a result. Additionally, students with disabilities may be exempt from knowing as much vocab as the other students. For those with ADHD, have them fill up their planters during the activity next to you. This way, they wont be tempted to make a mess with soil and seeds.

Extensions (For Curious and/or Gifted Students): Students can look into renewable energy, which is from our planet. See videos such as this video by national geographic or this video which talks about the importance of solar energy.

Possible Connections to Other Subjects: Other areas of science, such as botany or meteorology. Possible connection to the outside world in relation to renrewable solar energy and its positive implications since we do have the sun.