Science Lesson Plan
Sun and Shade
I.
Purpose:
The purpose of this lesson is to demonstrate the properties of the sun and its effects on Earth
(light and heat).
SOL 1.6 Science:
The student will investigate and understand the basic relationships between the sun and
Earth. Key concepts include
a) the sun is the source of energy and light that warms the land, air, and water; and
b) the sun’s relative position in the morning is east and in the late afternoon is west.
National Science Content Standard:
Earth and Space Science: The sun produces light and heat necessary to maintain Earth’s
temperature
II.
Objectives:
 When introduced to the Sun and Shade experiment, the students will be able to form a
relevant prediction that reflects the idea that the sun produces light and heat through
drawing a picture or writing a sentence.
 The students will be able to accurately record the results of the sun and shade
experiment on the handout provided by drawing a picture or writing a sentence.
III.
Procedure:
a) Introduction
 1st E: Engagement: The teacher will begin this lesson by asking the students
what they already know about the sun and its properties:
o “What does the sun do?”
o “How does the sun affect the Earth?”
o “Name something that the sun provides for the Earth.”
 The teacher will then explain to the students that they will be going outside to
perform an experiment to test how a cup of ice might be affected by the sun
versus the shade. The teacher will pass out the “Sun and Shade” experiment
sheet to each student. The teacher will then have the students grab their clip
boards, paper, and pencils and line up at the door to go outside for the
experiment.
b) Development based on the 5 Es
 2nd E: Exploration: The class will go outside to the playground in an area
that has access to the sun’s direct rays and shade. The teacher will ask the
students:
o “Who can tell me what a prediction is?”
 Have the students share a few of their predictions for this experiment aloud to
the group. Then have the students record their predictions:



o “On the front page of your handout, draw a picture or write a sentence
for your prediction of what you think might happen to the cup of ice
sitting in the sun versus the cup of ice sitting in the shade.”
Using two clear plastic cups, place two pieces of equal sized ice into each cup
(4 pieces of ice total). Place one cup on the ground in the sun, and the other
cup on the ground in the shade. Make sure that all students are able to see both
cups of ice.
3rd E: Explanation: As the students are finishing up recording their
predictions, read the book, Day and Night by Robin Nelson to the students.
Review some of the vocabulary terms and ask the students what they learned
about the sun and Earth.
o “How does the sun help the plants and animals on Earth?” (The sun
produces light, heat, and energy. The sun gives plants light to help
them grow; the sun provides light and heat for animals. The sun is
essential for life.)
o “In what direction does the sun rise?”(rises in the East, sets in the
West)
o “What else have you learned about the sun?”
th
4 E: Expansion: Now, hold up both cups of ice from the experiment and
walk around for the students to make observations on what has occurred. Is
the ice still ice? Has the ice melted? Do both cups of ice look the same? Allow
the students to hold the cups and/or feel the ice/water. As they make their final
observations, have the students share some of their observations with the rest
of the class.
o “The ice melts faster in the sun than it does in the shade because the
sun produces heat and light for the earth. The sun makes the ice heat
up quicker, and as the ice heats up, it begins to melt. Can you think of
another example of how the sun helps to heat things up on the Earth?”
c) Summary


5th E: Evaluation: Have the students gather their materials and line up to go
back inside. The teacher should carry the cups of ice back to the classroom.
Once the students are back in the classroom and seated, have the students restate their observation and draw a picture on the “Results” side of the hand
out. Talk with the students about why they thought the ice in the sun melted
faster.
o “Why do you think the ice melted faster in the sun than it did in the
shade?”
Write a sentence on the board that states, “The ice melted faster in the sun.”
and have students copy it on their handout.
**Differentiation (For students with diverse learning needs)**
For Strugglers: Have these students seated or standing in front so that they can more
easily view the experiment. Write key words and phrases on the board for these students
and model the actions you would like the students to take by completing a handout along
with the class so that they can see what you expect them to do.
For Advanced: Allow these students to write another sentence or a more in depth
explanation as to why they think the ice melted faster in the sun than it did in the shade.
Have these students add more detail to their prediction and observation drawings.
IV.
Materials needed for the lesson:
 2 clear plastic cups
 4 ice cubes
 “Sun and Shade” Experiment Handout (1 per student)
 Day and Night by Robin Nelson
 Clip boards (1 per student)
 Pencil
*Safety Considerations: This experiment deals with direct sunlight and ice. Make sure to
tell students not to look directly at the sun as this could damage their eyes. Be cautious when
handling the ice. The teacher should be the main person handling the ice, but if students want
to feel it after the experiment, make sure they do not handle the ice for too long or try to
drink the water or ice.
V.
Evaluation Part A:
The students will be evaluated on their drawing/sentence that represents a valid prediction for
the experiment. Students will also be evaluated on the drawing of their observations that
should show that the ice in the sun melted faster than the ice in the shade.
 I will know that the student has met the objective if s/he is able to make a relevant
prediction that reflects the idea that the sun produces light and heat through drawing a
picture or writing a sentence on the handout provided.
 I will know that the student has met the objective if s/he is able to accurately record
the results of the sun and shade experiment on the handout provided by drawing a
picture or writing a sentence that reflects that the ice in the sun melted faster than the
ice in the shade.
Rubric for Assessing Worksheet
Sun and Shade Experiment Rubric
Above and Beyond:


On Target:
Uses descriptive pictures
and words to describe an
accurate prediction and
the correct results

Records the correct
observation by drawing a
detailed picture and
writing a sentence



Explains the results of the
experiment

Neat and well organized
Uses pictures and/or
words to describe an
accurate prediction and
the correct results
Records the correct
observation by drawing a
picture
Records the final
sentence as written on the
board
Below Expectations:

Does not have a
prediction

Results are not recorded

Did not copy the final
sentence from the board