Name: __________________________

Big Idea of Unit: Solar Energy and its Effect on Climate

Learning Goals of Lesson:

Students will be able to model heating of a material and what its molecules are doing in regards
to their energy level, temperature, and density.

Students will be able to determine the temperature patterns of a location based on its proximity to
large bodies of water using knowledge of the specific heat capacity of water.
Name: __________________________

TASK 1: Soil and Water Lab with Location Match

Before you begin, answer the following question:

We have a cup of dry soil and a cup of water under a heat lamp, each with a thermometer sitting
in it. What do you think will the happen to the temperature of each after the heat lamp is on for
10 minutes?

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Directions:

1. Fill one cup will 20 grams of soil and place thermometer in it

2. Fill another cup with 20 grams of water and place a thermometer in it
3. Situate the 2 cups under a heat lamp
4. Turn on the heat lamp and make observations every minute for 5 minutes, make sure to
record the temperature and anything else you notice.
5. Then turn off the heat lamp and observe the two cups for another 5 minutes, make sure to
record the temperature and anything else you notice.
6. Use the table below.

Time Elapsed Cup of Soil Cup of Water

0 mins
Name: __________________________

Summarize what you observed.

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How does the temperature change of the cup of water compare to the temperature change of the
cup of soil? Why do you think this is so? Explain your reasoning.

Draw a diagram of what is happening inside each cup to help you explain. Label the molecules
of the soil and water and tell what they are doing. Include energy, temperature, and density.
Name: __________________________

Take a look at the graphs to the

right. Which location is Bakersfield, Location A
California and which location is
100
Morro Bay, California?

Average High Temperature ( F)

80
A map showing the two locations is
on the board. 60

Talk among your group to come to a 40

decision. 20

Location A: 0
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
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Location B: Location B
100
Average High Temperature ( F)

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80

60

40

20

0
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

Why did you choose Location A as you did? Explain your reasoning, provide evidence for you
response- you may reference the soil and water lab.
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Why did you choose Location B as you did? Explain your reasoning, provide evidence for you
response- you may reference the soil and water lab.

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Name: __________________________

Task 1: Soil and Water Lab with Location Match Explanation

The learning goals for this lesson are for students to be able to model heating of a
material and what its molecules are doing in regards to their energy level, temperature, and
density and to determine the temperature patterns of a location based on its proximity to large
bodies of water using knowledge of the specific heat capacity of water.

This portion of the Solar Energy and its Effect on Climate unit accomplishes these goals
by having students observe two materials with different specific heat capacities be heated for a
period of time and then cooling back down and observing their temperature change. Students
then model what is happening to the molecules in each material- including descriptions of
energy, temperature, and density. Once students have a grasp on these ideas and how they fit
together, they will use this knowledge to predict the location of two cities based on their graphs
of monthly average temperature throughout the year. After this activity a discussion will take
place that compiles students ideas from these activities and building them into a definition of
specific heat capacity.

This task ranks as TAGS: Guided Integration- Level 3; students develop content knowledge, of
energy interactions, and build practices, making observations, developing models, analyzing and
interpreting data, and construction explanations. This task does not tell students what conclusions
they are supposed to make- it is ambiguous to a degree. The task allows students to build their
own ideas but it is guided throughout the task. The task directs the students thinking to link the
properties of heating observed in the soil and water lab to a climate situation. Throughout the
entire task, students must use the ideas developed to explain a phenomena.