UNIT 4: EXPLORE! FROM SKY TO SEA. Sun. Lesson 1

Transcription

1 UNIT 4: EXPLORE! FROM SKY TO SEA Sun Lesson 1

2 UNIT 4: EXPLORE! FROM SKY TO SEA Sun Lesson 1 All living things on Earth depend on the sun. Students learn the sun provides light and warmth. This lesson introduces how we observe the sun s influence indirectly through photosynthesis, wind, and waves. 2 DRAFT

3 TABLE OF CONTENTS 4 Launch! Sun. Sun shines in the daytime sky. 8 Sun by Day A1: Sunlight. Sun provides light for animals to see. 16 Food Factory A2: Photosynthesis. Plants use the sun s light to produce their own food. 22 Hot! Hot! Hot!! A3: Heat. The sun produces heat to keep everything warm. 28 Blown Away A4: Wind. Movement of hot and cold air causes wind. 34 Wind Winds Waves A5: Waves. Wind blows across the water causing waves. DRAFT 3

4 Unit 4: EXPLORE! SUN What provides light during the day? Launch! (Sun) Sun! Sun shines in the daytime sky. Ready? Materials Matryoshka template (U4.L1.Launch!-p.6) Coloring materials Scissors Tape Hawaii Standards SC.K.8.2 SC Photocopy Matryoshka template (U4.L1.Launch!-page 6) (one per student). Set? Unit 2-Lesson 2: Heat Energy Unit 4-Lesson 1: Activity 1: Sun by Day (Sunlight) Unit 4-Lesson 1: Activity 2: Food Factory (Photosynthesis) Unit 4-Lesson 1: Activity 3: Hot! Hot! Hot! (Heat) Unit 4-Lesson 1: Activity 4: Blown Away (Wind) Unit 4-Lesson 1: Activity 5: Wind Winds Waves (Waves) Go! Develop Know-Wonder-Learn chart with students. 4 Hawaii Coral Reef Initiative * U4.L1.Launch! *

5 Reef Pulse - U4 L1 Launch! Think about it... How does the sun influence the ocean s habitats? Launch! Create Russian nesting dolls (matryoshka) individually. Color each nesting doll on your template a different color. Cut circles and half circles. Draw faces on cirlces. Interesting Fact Even though the sun is far away, light travels so quickly it only takes about eight minutes to reach Earth! Place flat side of half circle upward. Words facing downwards. Lift up both corners and bring together near curved bottom. Tape edges together. Repeat with other half circles. Tape faces inside half circles. Stack dolls. Begin with the smallest. Place largest doll on top. Read words aloud on each doll as you stack. What's in a Word? Matryoshka, a popular Russian folk toy, means a little mother. How it works Many ways! The sun s light allows ocean animals to see. It serves as the source of energy for photosynthesis in producers. It produces heat to keep animals warm. It causes warm and cold air to mix and form wind. Tutu says the wind blows across the ocean to create waves. Just for Fun Write a lune about the sun! Lunes, also known as American haiku, are short, simple poems with a title, three words in line one, five words in line two, and three words in line three. No need to count syllables or rhyme! NOAA link NOAA s Space Weather Prediction Center has images of the sun! ImageGallery Hawaii Coral Reef Initiative * U4.L1.Launch! * 5

6 Matryoshka dolls U4.L1.Launch! Sun provides light and heat energy. Light energy provides sight and photosynthesis. Heat energy creates wind. 6 Wind creates ocean waves.

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8 Unit 4: EXPLORE! SUN Why is the sun important? Sun By Day (Sunlight) light! Materials Suncatcher template (U5.L1.A1 pp.14-15) Cardstock Contact paper (1 per student) Construction paper (1 half per student) Scissors Tissue paper (several warm colors) Glue Hole punch Yarn Clear glass (1 per group) Water Milk Paper (white) (1 per group) Flashlight (1 per group) Eye dropper (1 per group) Spoon (1 per group) Craft sticks (8 per group) Permanent marker Chopstick (1 per group) Clock Index card (1 per student) Coloring materials Hawaii Standards SC.K.8.2 SC SC SC Sun provides light for animals to see. Ready? Engage Photocoy suncatcher templates onto cardstock (U4.L1.A1-pages 14-15). Cut clear contact paper in half (two halves per student). Cut construction paper in half (one half per student). Explore Send request home for strong flashlights (one per group). Pour milk into shallow containers (one per group). Evaluate Combine Evaluate drawings together to create an Aztec Codex to record what students learn throughout Unit 4, Lesson 1. At the end of each lesson, use tape to connect the new panel in a sequential storyline. Set? Unit 1-Lesson 3: Light Energy: All Activities Unit 4-Lesson 2-Activity 2: Round to Day and Night (Day and Night) Unit 4-Lesson 4-Activity 4: Along Those Lines (Longitude) Go! Develop Know-Wonder-Learn chart with students. 8 Hawaii Coral Reef Initiative * U4.L1.A1 *

9 Reef Pulse - U4 L1 A1 Think about it... Why is the sun important? Engage Create suncatchers individually. Reading Resource The Sun is My Favorite Star by Frank Asch (J A) Peel off backing from one sheet of contact paper. Tear and place tissue paper pieces over sticky contact paper. Do not worry if pieces overlap or stick over the edge. Cover mosaic with second sheet of contact paper. Exactness not required. Trace reef animal on dark construction paper. Cut inside shape. Throw away inside piece and keep outer border. Glue reef animal border onto contact paper. Make a hole and tie yarn at top to hang. Hang in window to catch light! Now hang in darkened area. Can you still see the design? What's in a Word? Just as it sounds, Sunday means day of the sun. It originally comes from Greek and entered English via German. Hawaii Nei La means sun in Hawaiian. NOAA Link Try this fun origami sun project from the Space Weather Prediction Center. Search Origami Project for the Sun Hawaii Coral Reef Initiative * U4.L1.A1 * 9

10 Unit 4: EXPLORE! SUN Sun By Day Think about it... Why is the sky colored during sunrises and sunsets? Explore Create your own sunrise in groups of three. Fill glass container three-quarters full of water. Tape white paper to wall or other upright surface. Place glass container in front of paper (about five inches away). Darken room. First student: Shine flashlight through glass onto paper. Light should appear whitish-yellow on paper. Second student: Add milk to glass. Use eye dropper to slowly add milk to water. Third student: Stir water every three drops. Observe white paper. Note color change of the light on paper. **Activity Extension for Older Students** Create table to show color change. List number of drops in one column. List description of color in second column. Begin with zero drops. 10 Hawaii Coral Reef Initiative * U4.L1.A1 *

11 Reef Pulse - U4 L1 A1 Explain The sun is our closest star. Earth and other planets revolve around it. Why is the sun important? Sight! Sight only works with light. Could you see the design in your suncatcher in the dark? No! You need light to see. The sun provides light in the sky all day. We use lamps to help us see at night. Uncle says you could see the design in your suncatcher only with light. Why is the sky colored during sunrises and sunsets? Dust! Aunty says particles in the sky split light! Think of the flashlight activity. As you added more milk (particles), the light turned red. Sunsets and sunrises work the same way. One-by-one, particles bend each color of light so it does not reach our eyes. Since red has the longest rays, it continues to shine the longest. Did You Know? Each fingernail-sized piece of the sun shines with the brightness of over 230,000 candles. Imagine trying to blow out that many birthday candles! on a Related NOTE Never look directly at the sun. Our eyes focus sunlight just like a magnifying glass. Search Sun magnifying glass Interesting Fact Pilots in the 1930s established the practice of wearing sunglasses to shield their eyes from the sun. Hawaii Coral Reef Initiative * U4.L1.A1 * 11

12 Unit 4: EXPLORE! SUN Sun By Day Think about it... What invention uses the sun s light to tell time? Elaborate Make a sundial in small groups. Divide into small groups. Make hour markers. Label different craft sticks with each hour of the school day. Drive a chopstick into the ground in sunny area. Push point firmly into grassy area. Mark the hours. Every hour, place correct hour marker where chopstick s shadow falls. Next day: Go outside and tell time using your sundial. How it works Sundial! Sundials use the sun s position in the sky to tell time. The sun s light casts different shadows at different times of day. An upright, set object called a gnomon (in this case, a chopstick) casts a shadow. From the shadow, we can tell the time! 12 Hawaii Coral Reef Initiative * U4.L1.A1 *

13 Reef Pulse - U4 L1 A1 Evaluate Why is the sun important? Answer by drawing a picture in your Aztec codex. Draw a picture with black crayon on an index card. Color your drawing. Do not color the background. Did You Know? Ancient architecture, such as Mayan pyramids and Stonehenge, often integrated the sun s movements. Name a habitat that never receives sunlight. How does its animals find prey without light? Invention Center The sundial is the oldest known device for the measurement of time. What's in a Word? Gnomon (no mon) in Greek means indicator. It is derived from to come to know. Assess SC.K.8.2 Compare different types of celestial objects seen in the day and night sky. SC Collect, record, and organize data using simple tools, equipment, and techniques safely. SC Describe a variety of changes that occur in nature and the causes for these changes. SC Describe that the sun warms the land, air, and water. Just for fun Say gnomon knows five time fast. Interesting Fact Aztecs drew pictures in codices (singular codex) to record their history. Hawaii Coral Reef Initiative * U4.L1.A1 * 13

14 (THROW AWAY) Suncatchers U4.L1.A1: Sun By Day (Engage) (THROW AWAY) (THROW AWAY) 14 Hawaii Coral Reef Initiative * U4.L1.A1 *

15 Suncatchers U4.L1.A1: Sun By Day (Engage) (THROW AWAY) (THROW AWAY) AWAY) Hawaii Coral Reef Initiative * U4.L1.A1 * 15

16 Unit 4: EXPLORE! SUN Food Factory (Photosynthesis) Photosynthesis! Why is sunlight important to plants? Plants use the sun s light to produce their own food. Materials Potted bean plants (2 per group) Construction paper (black) Tape Shoebox (2, 1 with lid) Scissors Cardboard pieces Water Index card (1 per student) Coloring materials Hawaii Standards SK.K.8.2 SC SC SC SC SC Ready? Elaborate Cut and tape dividers to create two maze boxes. Control Box: Cut two rectangles out of cardboard pieces two inches shorter than the width of shoe box. Open shoebox and stand upright. Tape cardboard pieces to back wall of shoebox, like shelves. Tape one piece against left and back walls and other piece against right and back walls. Leave lid off. Experiment Box: Repeat same steps as control box. Cut small hole in top of box to form a skylight. Put lid on (See image on U4.L1.A2-page 20). Set? Unit 5-Lesson 2-Activity 1: Growing Goodness (Producers) Unit 5-Lesson 2-Activity 2: Capturing the Sun (Chlorophyll) Unit 6-Lesson 1-Activity 2: Productive Primary Producers (Photosynthesis) Go! Develop Know-Wonder-Learn chart with students. 16 Hawaii Coral Reef Initiative * U4.L1.A2 *

17 Reef Pulse - U4 L1 A2 Think about it... Do plants have mouths? Engage Find a plant s mouth in small groups. Pull plant out of pot. Keiki Story time The Magic School Bus Gets Planted: A Book about Photosynthesis by Lenore Notkin (J No) Look closely for its mouth. Make sure to put the plant back into its pot! **Ocean Option** Use fresh limu instead of a potted plant! Did You Know? Some plants do have mouths! The Venus Fly- Trap and a few others still use photosynthesis for most of their energy. Name that Scientist Botanists are scientists who study plants. Hawaii Coral Reef Initiative * U4.L1.A2 * 17

18 Unit 4: EXPLORE! SUN Food Factory Think about it... What happens to leaves that do not receive sunlight? Explore Starve a leaf in small groups. Sandwich one or two leaves from plant between two pieces of construction paper. Tape (or paper clip) paper together. Make sure to completely cover the leaf. Place entire plant in bright sunlight for one week. Water when needed. Uncover leaf and observe changes. 18 Hawaii Coral Reef Initiative * U4.L1.A2 *

19 Reef Pulse - U4 L1 A2 Explain Plants need sunlight. They put sunlight together with water and carbon dioxide to make sugar, their food! Botanists call this process photosynthesis. Learn more about photosynthesis in U5.L2-Alive and Eating. Do plants have mouths? No! Plants do not have mouths. Instead, they take in sunlight through their leaves and produce (make) their own food. Animals have mouths to eat so they do not do photosynthesis. They depend on energy from eating plants or other animals. Remember the food chain? Without plants, animals could not get energy, even with mouths! What happens to leaves that do not receive sunlight? Get sick! Photosynthesis needs sunlight. Without it, leaves wither and eventually they will die. Scientists Say......autotroph for living things that make their own food. It comes from the Greek words autos (self) and trophe (nutrition). Did you know? Chlorophyll is the green pigment in producers that captures the sun s light energy and turns it into food. NOAA Link Phytoplankton are tiny microscopic aquatic plants that photosynthesize too. Learn more about these tiny plants at NOAA s National Ocean Service. nos.noaa.gov Search marine plants Hawaii Coral Reef Initiative * U4.L1.A2 * 19

20 Unit 4: EXPLORE! SUN Food Factory Think about it... Does sunlight affect the direction in which plants grow? Elaborate Create a sunlight maze experiment in small groups. Ask a question. Does sunlight affect the direction in which plants grow? Do background research. Construct a hypothesis. If (I do this), then (this) will happen. Test with an experiment. Create a control: Place plant inside lidless maze box. Create a variable: Place second plant in maze box with lid and skylight. Stand plant at point farthest from hole. Put on lid. Place boxes near a window. Face hole in experiment box toward sunlight or sky. Water both plants equally. Observe direction both plants grow. Analyze data. Communicate results. How it works Yes! Sunlight plays a big part in helping plants make their own food. Plants want to grow (or turn) toward the sun to get the most sunlight. 20 Hawaii Coral Reef Initiative * U4.L1.A2 *

21 Reef Pulse - U4 L1 A2 Evaluate Why is sunlight important to plants? Answer by drawing a picture on your second index card (codex panel). Draw a picture with black crayon on an index card. Color your drawing. Do not color the background. Line this card up next to first index card and tape at the joined edge. Tape in front and back. Recall a habitat that never receives sunlight. Does it have plants? Why or why not? Scientist Say......phototrophic for plants that turn their leaves and grow toward the sun. Just for Fun Plant a seed and help it grow! Test different growing conditions. Think about it Why do we call fruits and vegetables at the store produce? Assess SC.K.8.2 Identify different types of celestial objects seen in the day and night sky. SC Collect, record, and organize data using simple tools, equipment, and techniques safely. SC Describe a variety of changes that occur in nature and the causes for these changes. SC Identify the requirements of plants and animals to survive (e.g., food, air, light, water). SC Describe how living things have structures that help them to survive. SC Describe how animals depend on plants and animals. Hawaii Coral Reef Initiative * U4.L1.A2 * 21

22 Unit 4: EXPLORE! SUN What else does the sun produce? Hot! Hot! Hot! (Heat) Heat! The sun produces heat to keep everything warm. Materials Thermometer (1 per group) Paper bowl (1 per student) Paint (dark green, black) Paintbrush (1 per student) Newspaper Construction paper (green and black) Pencil Scissors Index card (1 per student) Coloring materials Hawaii Standards SC.K.1.3 SC.K.2.1 SC.K.8.2 SC SC SC Ready? Elaborate Cover work surface with newspaper. Set? Unit 2-Lesson 2-All Activities: Heat Energy Unit 2-Lesson 4-Activity 2: Feeling the Heat (Temperature) Unit 4-Lesson 2-Activity 2: Round to Day and Night (Day/Night) Unit 4-Lesson 2-Activity 4: All Around the Year (Seasons) Go! Develop Know-Wonder-Learn chart with students. 22 Hawaii Coral Reef Initiative * U4.L1.A3 *

23 Reef Pulse - U4 L1 A3 Think about it... Is it hotter in the sun or shade? Engage Play Hot Out Here as a class. Stand outside in the sunlight. Face the sun for five seconds. Do NOT look at the sun. Stand in the shade for five seconds. Return to a sunny spot for five seconds. Describe the difference. Interesting Fact The hottest temperature ever recorded in Hawaii is the same as Alaska (100 degrees Fahrenheit)! Web Resource NASA captured a 3-D, 360-degree video of the sun for the first time in February Search 360 degree sun On a Related note The sun rotates counter-clockwise. NOAA Link The National Oceanographic Data Center measures coastal water temperature for Hawaii. Search Coastal temperature Hawaii Hawaii Coral Reef Initiative * U4.L1.A3 * 23

24 Unit 4: EXPLORE! SUN Hot! Hot! Hot! Think about it... Do temperatures change between night and day? Explore Discover day and night temperatures in small groups. Place thermometer outside. Record temperature and time. Look up overnight low temperature for your area. Example: >> Weather >> Neighborhood schoolnet Compare temperatures. **Activity Extension** Keep a log of day and night temperatures for a week. 24 Hawaii Coral Reef Initiative * U4.L1.A3 *

25 Reef Pulse - U4 L1 A3 Explain The sun is a big ball of fire. Is it hotter in the sun or shade? Sun! Energy travels from the sun to our planet in the form of heat energy and light energy. The energy from direct sunlight will heat what it touches, including water, land, and living things. If you stand in the shade, the heat from the sun is being blocked by the thing making the shade. Do temperatures change between night and day? Yes! During the day, temperatures are hotter. Heat energy from the sun warms Earth s surface and everything on it. At night, Earth spins away from the sun so temperatures drop. Interesting Fact The temperature in the middle of the sun is over 60 million degrees Fahrenheit. No living creature or plant could survive that temperature! Invention Center Solar thermal energy panels uses heat energy from the sun to heat water. Picture? -RB 4/30 Just for fun Make solar flip books. Search flip book Hawaii Coral Reef Initiative * U4.L1.A3 * 25

26 Unit 4: EXPLORE! SUN Hot! Hot! Hot! Think about it... How does heat from the sun affect ocean animals? Elaborate Make a Hawaiian green sea turtle individually. Place bowl on black construction paper. Trace bowl. Cut out circle. Paint inside of bowl black. Dry. Paint outside of bowl dark green. Dry. Stuff bowl with crumpled newspaper. Draw turtle face, flippers, and tail on construction paper. Cut out and paste to black circle constuction paper to complete turtle outline. Glue turtle outline to underside of turtle bowl. Feel temperature of turtle shell. Place in direct sunlight. Leave for two hours. Observe temperature of turtle shell again after basking in the sun. How it works Warmth! Uncle says sea turtles love to soak up heat from the sun. 26 Hawaii Coral Reef Initiative * U4.L1.A3 *

27 Reef Pulse - U4 L1 A3 Evaluate What else does the sun produce? Answer by drawing a picture on your third index card (codex panel). After you have your black outline, color your drawing. Do not color the background! Reading Resource Why is the Sun so Hot? by Patricia J. Murphy (J Mu) Line card up next to second index card and tape at the joined edge. Tape in front and back. What invention uses heat from the sun? Did you know? Turtles are reptiles, so they are cold-blooded. They stay warm by going in the sun and stay cool by going into the shade or water. Assess SC.K.1.3 Collect data about living and non-living things. SC.K.2.1 Identify different types of technologies at home, in the classroom, and/ or in the world. SC.K.8.2 Identify different types of celestial objects seen in the day and night sky. SC Collect, record, and organize data using simple tools, equipment, and techniques safely. SC Describe a variety of changes that occur in nature and the causes for these changes. SC Describe that the sun warms the land, air, and water. Think about it Darker colors absorb more heat than lighter colors. Which color shirt should you wear on a sunny day to stay cooler? Interesting Fact The equator receives over twice as much heat from the sun than the North or South Pole. Hawaii Coral Reef Initiative * U4.L1.A3 * 27

28 Unit 4: EXPLORE! SUN What does heat from the sun create? Blown Away (Wind) Wind! Movement of hot and cold air causes wind. Materials Alohi La (mp3 and lyrics) Ribbons (3 per student) Shower curtain ring (1 per student) Lamp (incandescent) Light bulb (75 watts) Baby powder Thread Paper (1 per student) Scissors Hole punch Pencil with eraser (1 per student) Push pin (1 per student) Index card (1 per student) Coloring materials Tape Hawaii Standards SC.K.6.1 SC.K.8.2 SC SC SC Ready? Engage Familiarize yourself with Alohi La lyrics (U4.L1.A4-page 29). Cut two-foot ribbons (three per student). Explore Cut thread into six-inch piece. Elaborate Prepare pinwheels (U4.L1.A4-page 32). Cut paper into eight-inch square. Fold into triangle. Open. Fold into triangle in the other direction. Open. Punch hole at each left corner. Set? Unit 2-Lesson 4-Activity 3: Whooshing Winds (Wind) Unit 4-Lesson 1-Activity 3: Hot! Hot! Hot! (Sun and Heat) Go! Develop Know-Wonder-Learn chart with students. 28 Hawaii Coral Reef Initiative * U4.L1.A4 *

29 Reef Pulse - U4 L1 A4 Think about it... Can you see wind? How can you tell it is blowing? Engage Dance and sing with ribbons individually. Hawaii Nei Makani means wind in Hawaiian. Attach three ribbons to curtain ring. Loop ribbon through ring. Tie knot securely. Go outside to see the wind s effect on your ribbons. Dance around to Alohi La. Hold ring out to side while you dance. Observe what happens to ribbons. Bright sun, shine warm (3x) Over the deep blue sea. The sun warms up the air (3x) Causing wind. The wind blows across the ocean (3x) Causing waves. Alohi la, hulai mahana (3x) Over the deep blue moana. Did you know? Hawaii s trade winds blow 9 out of 10 days in the dry season and 5 out of 10 days in the wet. On a related note Trade winds got their name from early maritime traders. They traveled the world s oceans in wooden sailing ships and used these reliable and strong winds to reach distant lands. Literature Link Read The Wind by Robert Louis Stevenson. Which words show the wind blowing? Hawaii Coral Reef Initiative * U4.L1.A4 * 29

30 Unit 4: EXPLORE! SUN Blown Away Think about it... How does wind form? Explore Watch Light Bulb Wind demonstration in small groups. Turn on lamp. Allow incandescent light bulb (at least 75 watts) to heat up for awhile. Be careful! Light bulbs get hot. Sprinkle a little baby powder above bulb. Observe what happens to powder. Hold medium-sized piece of thread over bulb. Observe what happens to thread. **Activity Extension** Create an experiment based on your observations. Ask a question. How will heat from the lamp affect the baby powder and thread? Do background research. Construct a hypothesis. If (I do this), then (this) will happen. Test with an experiment. Create a control: Use 75 watt bulb as your control. Choose a variable: Change the wattage of the bulb, the distance between the bulb and the thread, or something else you want to test. Analyze data. Communicate results. 30 Hawaii Coral Reef Initiative * U4.L1.A4 *

31 Reef Pulse - U4 L1 A4 Explain Heat from the sun does more than warm us. It also causes wind on Earth! Hot and cold air move in patterns to create wind. Can you see wind? No! Tutu says you cannot see wind. It is simply moving air. You can see the wind s effects on the things it blows, like your ribbons or flags, leaves, and your hair. How does wind form? Heat energy! Even a light bulb creates a little bit of wind! The light bulb heated the air above it. Tutu Kane says hot air rises. Rising air took the powder with it and made the thread move. The movement of hot air and cold air forms wind. Did You Know? Hurricanes in Hawaii are called tropical cyclones. They produce high winds and heavy rains. On a Related note Cyclones in the northern hemisphere turn counter-clockwise and clockwise in the southern. NOAA Link National Weather Service s Pacific Region Headquarters measures Hawaii s wind speed every hour. Search Hourly wind summary Hawaii Coral Reef Initiative * U4.L1.A4 * 31

32 wind wind warm air Unit 4: EXPLORE! SUN Blown Away the sun makes the sun makes rises sinks cold air Think about it... How do hot and cold air move differently? Elaborate Create a pinwheel individually. Take prepared square paper. Cut part of each fold. Start at corner. Stop about an inch from center. Bring every corner to center. Make sure all holes are lined up. Push pin through holes and attach to side of pencil s eraser. Do not push all the way through. Loosen pin to allow pinwheel to move. Decorate each triangle. Write one word per triangle: Sun makes the wind. Go outside and watch it spin in the wind! How it works Hot air rises and cold air sinks! Hot air is lighter than cold air, so it rises. As it goes upwards and into the atmosphere, air cools down. The heavier cold air wants to sink. This creates a pattern of rising and falling air. We feel it as wind! **Activity Extension** Write Warm air rises. Cold air sinks on back of pinwheel. 32 Hawaii Coral Reef Initiative * U4.L1.A4 *

33 Evaluate Reef Pulse - U4 L1 A4 What does heat from the sun create? Answer by drawing a picture on your fourth index card (codex panel). After you have your black outline, color your drawing. Do not color the background! Line card up next to third index card and tape at the joined edge. Tape in front and back. Keiki Storytime Wind and Us by Jillian Powell ( Po) How does the wind influence weather? Literature NOTE The fictional Don Quixote spent his time tilting at windmills in misadventures over 400 years ago. What do you think this common idiom means? Hawaii Nei Scientists use anemometers to measure Hawaii s windiest locations. Assess SC.K.6.1 Classify objects by their attributes (e.g., physical properties, materials of which they are made). SC.K.8.2 Identify different types of celestial objects seen in the day and night sky. SC Collect, record, and organize data using simple tools, equipment, and techniques safely. SC Describe a variety of changes that occur in nature and the causes for these changes. SC Describe that the sun warms the land, air, and water. >>Wind maps On a Related Note Ka Lae on the Big Island has a lot of wind generators to capture electricity from its constant 30 miles per hour winds. Hawaii Coral Reef Initiative * U4.L1.A4 * 33

34 Unit 4: EXPLORE! SUN What does wind blowing across the water create? Wind Winds Waves (Waves) Waves! Wind blows across the water causing waves. Materials Large bowl (1 per group) Water Straw (1 per student) Newspaper Paper (1 per student) Paint (2 colors) Construction paper (yellow) Scissors Markers Ribbon ring (U4.L1.A4-p.29) Index card (1 per student) Coloring materials Hawaii Standards SC.K.8.2 SC SC SC SC SC wind blows across the ocean causing waves. Ready? Engage Fill bins about halfway full with water. Explore Cover work area with newspaper. Elaborate Cut large circle from construction paper. Label it sun. Set? Unit 1-Lesson 1-Activity 5: We Stick Together (Molecules) Unit 1-Lesson 2-All Activities: States of Matter Unit 2-Lesson 1-Activity 2: Riding Waves (Energy Transfer) Unit 4-Lesson 1-Activity 4: Blown Away (Wind) Go! Develop Know-Wonder-Learn chart with students. 34 Hawaii Coral Reef Initiative * U4.L1.A5 *

35 Reef Pulse - U4 L1 A5 Think about it... How does wind cause waves? Engage Whip up waves in small groups. Create waves in a large bowl of water. Blow across top of water using straw. Create patterns. Blow together from one side. Blow from opposite sides. Blow from three or four different sides. Keiki Storytime My Life with the Wave by Catherine Cowan (E C). Hawaii Nei Nalu means wave in Hawaiian. Greek Mythology Once upon a time, Aeolus ruled the winds and reined them in or set them free to help or hinder sailors. Hawaii Coral Reef Initiative * U4.L1.A5 * 35

36 Unit 4: EXPLORE! SUN Wind Winds Waves Think about it... Why do waves form on water and not on land? Explore Create wind painting individually. Blow gently on your desk. Try to create waves in your desk by blowing on it. Squirt paint onto your paper. Use two colors. Place in middle of paper. Blow paint gently around your paper with a straw to make a painting. 36 Hawaii Coral Reef Initiative * U4.L1.A5 *

37 Reef Pulse - U4 L1 A5 Explain Wind causes most waves. The direction and speed of the wind affect the direction, speed, and size of the wave. Waves can be as small as ripples or as large as Pipeline in winter. How does wind cause waves? Blowing across top of ocean! Energy from the wind moves to the water to create waves! To learn more about ocean waves, go to U2.L1-Wave Energy. Why do waves form in water and not land? Fluidity! The third character of liquids maikes it easier for wind to transfer energy to water than to land. Aunty says to think of when you blew on your desk. Did you find it easier to move its surface or that of paint? Invention Center Special ocean buoys can generate electricity from waves. Using current technology, it would take twelve acres of ocean to power Kauai s homes. Interesting Fact Earthquakes cause waves on land. When underwater, these land waves can generate a tsunami. NOAA Link WaveWatch III animates wind and wave data collected by the National Centers for Environmental Prediction. Search WaveWatchIII Hawaii Hawaii Coral Reef Initiative * U4.L1.A5 * 37

38 Unit 4: EXPLORE! SUN Wind Winds Waves Think about it... Do waves carry water across the ocean? Elaborate Act like a wave as a class. Sit in line and hold hands. Choose one student to be sun. Choose one student to be wind dancer. Remaining students are ocean water molecules. Sun: Jump up in front of line. Hold sun high. Wind dancer: Run along the line with ribbon ring. Let it move in front of classmates heads. Ocean water: As ribbon passes you, raise one arm and then other. Keep going down line so wind energy passes from student to student. Make a really big wave. Have three students be wind dancers. See how many different wave patterns you can make. Create a wave from each end to the middle. Create a wave from the middle to both ends. Create a wave in a circle. How it works No! Ocean waves do not actually carry water across the ocean. Instead, they move energy through water. Uncle says to think of your wave. The sun s heat energy caused the wind to blow. The wind caused a wave to form. The energy in the wave passed from water molecule to water molecule. The energy moved from one end of the line to the other, but you (water) did not move! Your arms moving up and down caused the wave. Ocean waves work the same way. 38 Hawaii Coral Reef Initiative * U4.L1.A5 *

39 Reef Pulse - U4 L1 A5 Evaluate What does wind blowing across the water create? Answer by drawing a picture on your fifth index card (codex panel). After you have your black outline, color your drawing. Do not color the background! Line card up next to fourth index card and tape at the joined edge. Tape in front and back. Chinese Proverb No wind, no waves. What do you think this means? Answer: You cannot have something (waves) without the other (wind). What is the linkage between the sun and ocean waves? Interesting Fact Wave size depends on the strength of the wind, how long it blows, and the distance over which the wind blew. Assess Career Corner Ocean lifeguards need to be aware of wave size and pattern so they know the best way to save people. SC.K.8.2 Identify different types of celestial objects seen in the day and night sky. SC Collect, record, and organize data using simple tools, equipment, and techniques safely. SC Describe a variety of changes that occur in nature and the causes for these changes. SC Identify solids, liquids, and gases and their basic properties. SC Describe how the motion of an object can be changed by force (push or pull). SC Describe that the sun warms the land, air, and water. Hawaii Coral Reef Initiative * U4.L1.A5 * 39