OpenSciEd 6.3, Lesson 4: Sunlight & Temperature Investigation
Task
Use this Investigation with the Grade 6 OpenSciEd curriculum during Unit 6.3, Lesson 4. We have digitized the data tables from the Sunlight and Temperature Investigation handout. This is not a standlone lesson. Use it in tandem with the OpenSciEd Teacher Edition. Where This Data Task Fits in the Storyline In the previous lesson, students generated questions about what data could help determine whether recent floods, droughts, and high temperatures are part of normal variation or evidence of long-term climate change. During this investigation, students figure out what causes the air above different ground surfaces to be warmer than the air higher in the atmosphere. When to Use Tuva Student will complete their data collection outside Tuva. In Tuva, we will analyze the data and sample data together. Day 1 Parts 1-4 will be completed outside of Tuva. When preparing the copies for the day, you will only need to copy pages 1–4 of the Sunlight and Temperature Investigation handout. The portions used on Day 2, pages 5–6, will be done digitally. Day 2 Complete Part 5, Navigation, outside of Tuva. (Use page 14 of the OpenSciEd Teacher Edition for guidance.) Open this Tuva Investigation for Part 6, Conduct the Temperature and Sunlight Investigation. Students will collect data from three sources in small groups and keep track of their data in Tuva. In Part 7, have groups share data from one of the surfaces they studies. Then, students will enter their peers' data into their data table on Tuva as well. They will create graphs of the class data and use these graphs to spot patterns. They will also look for patterns in secondhand data from Colorado Springs. What Happens Next Finish Part 7 with a whole-group discussion. Encourage students to refer to their data tables and graphs. (Use pages 17–18 of the Teacher Guide to facilitate.) Parts 8–11 should occur off of Tuva. Note for Teachers: Alternate Activity The Temperature and Sunlight Investigation works best on a day when it is sunny or partly sunny and temperatures are above freezing. Data collection on very cold days or dark, cloudy days will give skewed results. If you are unable to go outside for this lesson, have students work with the reference data sets Sunny Day: Sample Data for Colorado Springs and Cloudy Day: Sample Data for Colorado Springs. Alternatively, if this unit falls during winter or another time of year that makes data collection difficult, consider having a group of students collect data earlier in the school year so your class can work with local data; or, keep data collected the previous year to use again if needed.
In the previous lesson, we analyzed temperature profile data for different altitudes of the atmosphere at a variety of locations during different times of the year. We developed a consensus model for representing the motion of the molecules that make up air at different temperatures. It seems like we all agree the air is warmer near the ground, but we need to understand why. In this investigation, we will be answering: Why is the air near the ground warmer than the air higher up? Click Next to get started!
Topics and standards: Earth Science, MS-ESS2-5, MS-ESS2-6, MS-ESS2-4, MS-PS1-4, OpenSciEd, 3-ESS2-2, 3.2.6-8.B, 3.3.6-8.H, 3.3.6-8.I, 3.3.6-8.J