Intro: Hydroelectricity

Hydropower Inventions

Intro: Wind Energy

Harnessing Wind Energy

Intro: Solar Energy

Solar Energy Sensing (micro:bit)

Renewable Energy

Discover how the sun provides the earth with solar energy as part of a series on renewable energy. Program a micro:bit to sense light levels throughout an indoor area as well as outdoors.

You are viewing the American-English version of this resource. [Click here to view in British-English.](/course/gb-city-building-course/gb-intro-lesson-solar-energy)

🇬🇧 Teacher Notes

### Lesson Structure

When students go through this lesson in each section, the objectives they will learn are:

* **Imagine** – Learn how the sun provides earth with solar energy.  

* **Build** – Program a micro:bit to track light levels with the light sensor then display the results.

Teacher Notes

Overview and Objectives

Materials

#### Teachers: Preparing Your Students (25 min)

When students begin the lesson, they start in [Overview and Objectives](#overview-and-objectives), then transition to this [Preparation](#preparation) section. Presented in their view is a vocabulary list of terms and infographics illustrating concepts across STEAM domains throughout this entire lesson.

* Read through the vocabulary list. (5 minutes)
* Review the [Sustainable Development Goals (SDGs)](https://sdgs.un.org/goals) blueprint based on global needs to create a more sustainable world by 2030 before starting the lesson. (5 minutes)
* Test and get light sources. (15 minutes)

#### Light and Dark Sources

The micro:bit can be very sensitive to sunlight, but not so sensitive to artificial lights. If you are in a very sunny room, consider adding some masking tape on top of the LED screen to reduce the sensitivity. If you are in a dark room, consider using a flashlight to trigger it.

When starting this lesson, turn off the room's overhead lights, with minimal light shining from the window. As your students iterate through the programming sequence in the [Build](#build) section, you can vary the light sources and even move near the windows or go outside!

#### Sustainable Development Goals

Review the [Sustainable Development Goals (SDGs)](https://sdgs.un.org/goals) blueprint based on global needs to create a more sustainable world by 2030 before starting the lesson. (5 minutes)

#### Vocabulary (5 minutes)

This is the list of vocabulary terms used throughout the lesson. They will be in **bold** and listed throughout the different sections. Students can always revisit the vocabulary definitions with media and questions in the lesson. (5 minutes)

Preparation

### The Power of the Sun

**Solar energy** from the sun provides the Earth with all the heat and light necessary to sustain life.



* **Solar energy** is free and widely available for people to use across the planet.
* It can be collected, converted to electricity, and used by people to power nearby homes and communities.

In the 1800s, scientists discovered that light from the sun generated electricity when it shone on certain metals in a liquid solution. This process is known as the **photovoltaic effect**, and is used to generate electricity in modern solar panels and cells.


* Areas that receive many hours of sunlight are more fit for installing solar panels and **solar arrays**.
* In 2019, solar energy provided 1.1% of all the energy consumed in the world.
* Most of the energy used worldwide still comes from non-renewable energy sources, such as oil, coal, and natural gas.
* Solar power technology is improving over time, becoming more affordable to produce and more efficient at making electricity. In the future, **renewable** energies such as solar power, wind energy, and hydropower could replace non-renewable forms of energy.

Light from the sun is free and widely available across the planet.

SDGs

Imagine

Assemble the micro:bit and clip

Connect to computer using USB cable

Start a new project on Makecode

Add Strawbees extension

Pair the micro:bit

Turn on the Robotics board

Program light level value

Sense light under different  indoor light sources

Test with natural light outside

NGSS

Florida - NGSSS

Build

References and Extra Resources

STEAM Classroom Robotics - micro:bit

United States

Ensure access to affordable, reliable, sustainable and modern energy for all.

Goal 7

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

3-5-ETS1-1

Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

3-5-ETS1-2

Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

3-5-ETS1-3

Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

MS-ETS1-1

Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

MS-ETS1-2

Describe how internal and external parts of computing devices function to form a system.

CSTA

CSTA.1B-CS-01

Model how computer hardware and software work together as a system to accomplish tasks.

CSTA.1B-CS-02

Determine potential solutions to solve simple hardware and software problems using common troubleshooting strategies.

CSTA.1B-CS-03

Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.

ISTE Students

1.5.d Computational Thinker

Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

1.6.c Creative Communicator

Describe how models and simulations can be used to solve real-world issues in science and engineering.

SC.35.CS-CS.1.2

Create a simple model of a system (e.g., flower or solar system) and explain what the model shows and does not show.

SC.35.CS-CS.1.4

Explain that computers model intelligent behavior (as found in robotics, speech and language recognition, and computer animation).

SC.35.CS-CS.6.3

Identify ways that technology can foster teamwork, and collaboration can support problem solving and innovation.

SC.35.CS-CC.1.3

Create, test, and modify a program in a graphical environment (e.g., block-based visual programming language), individually and collaboratively.

SC.35.CS-CP.2.2

Detect and correct program errors, including those involving arithmetic operators, conditionals, and repetition, using interactive debugging.

SC.35.CS-CP.2.5

Decompose a problem and create a function for one of its parts at a time (e.g., video game, robot obstacle course, making dinner), individually and collaboratively.

SC.68.CS-CS.2.5

Identify and describe the use of sensors, actuators, and control systems in an embodied system (e.g., a robot, an e-textile, installation art, and a smart room).

SC.68.CS-CS.4.4

Design and demonstrate the use of a device (e.g., robot, e-textile) to accomplish a task, individually and collaboratively.

SC.68.CS-CS.6.6

Select appropriate tools and technology resources to accomplish a variety of tasks and solve problems.