Electric Tag
Pre-visit information for Grades K-2
Overview
Students engage in a game of “Electric Tag,” acting as electrons, photons,
and plug loads (lamp, computer, etc.). Through this activity children will
explore physical science concepts relating to the organization of a simple
electrical circuit and its use to transfer electrical energy. Students will relate that concept to
explore how solar photovoltaic panels work. Group discussions will also build on Earth science
concepts related to atmospheric processes and the environmental impact of burning fossil
fuels. Key words to explore: electricity, photons, solar, fossil fuels.
Students will experiment with solar modules (small solar panels) and an electric water pump.
Through this hands-on experiment, students will determine how different angles and different
amounts of sunlight or shading can affect the electricity produced from a solar module.
Students will see first-hand how solar energy can produce electricity.
For solar school visits (Approx. 1 hr. in length per group of 20-30 students): Children will see
a nearly 1,000 watt solar trailer. The solar trailer can power most anything large and small,
from a rock concert to a laptop. Students will get to see an abstract concept become concrete
as BRS staff make smoothies (or hot chocolate) with a blender connected to the trailer.
For field trips (Approx. 2 hrs. in length per group of 20-30 students): Students will see a solar
array built by BRS and will learn about the financial and environmental benefits of the array.
They will also learn about the organization that received the solar array by participating in a
tour conducted by the agency being visited.
Next Generation Science Standards
K.Weather and Climate: K-PS3-1. Make observations to determine the effect of sunlight on
Earth’s surface.
1.Waves: Light and Sound: 1-PS4-3. Plan and conduct investigations to determine the effect
of placing objects made with different materials in the path of a beam of light.
K.Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment: KESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air,
and/or other living things in the local environment.
K-2 Engineering Design: K-2-ETS1-1. Ask questions, make observations, and gather
information about a situation people want to change to define a simple problem that can be
solved through the development of a new or improved object or tool.
During your Black Rock Solar field trip students will be expected to:
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Participate in an interactive lesson that includes physical activity (running and jumping).
Sit as a group and give their full attention to the Black Rock Solar and host site staff (if
at a field trip) when given the quiet signal, i.e. clap once if you can hear me.
Follow the hands-on procedure to build the solar kit as the instructor explains them and
handle materials and equipment carefully.
It is important that teachers and chaperones:
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Help focus the students’ attention and help to ensure their safety and well-being
Seek assistance from BRS staff if the equipment doesn’t appear to be working.
Assist students with hands-on activities through questioning, allowing the students to
do the actual decision making.
Be a stellar example for the rest of the class.
To get students excited about the upcoming field trip or school visit, try the
following:
Take students outside (if it’s a hot day) and have students lay crayons out in the sun. Leave
them outside on pieces of newspaper for an hour or two. Return with the students to see what
happened to the crayons.
Discuss with students why the crayons melted. What made them melt? Can they think of any
other ways that the sun can change people, places or things?
OR
Collect SPF 50 sunscreen, colored construction paper, and small pieces of foil (wax paper or
cups work, too). Give each child a piece of foil and put a small amount of sunscreen on it for
painting. Have students paint on the construction paper (it doesn’t paint well but the kids still
have fun). Put the paper outside during the day (3-4 hours). Remember to cover the corners
with rocks so they don’t fly away. The sun will have bleached the color everywhere except
where the sunscreen was.
Discuss with students how the sun’s energy changed the paper. Discuss why it’s important to
wear sunscreen. Can they think of any other ways that the sun can change people, places or
things?
ALSO read the following with your students: Energy Makes Things Happen by Kimberly
Brubaker Bradely.
If you have other great solar energy activities that you do with your students, please let us
know! Contact Catherine at [email protected]. We’ll pass on that information
to other teachers.