Lesson
Preview
Solar Energy Sensing (micro:bit)
ByStrawbees Team
Explore the regions of the sun and its vital role in sustaining life on Earth through its immense amount of energy. Learn about harnessing energy from the sun to create active and passive solar systems, and build a model of a light-sensing, rotating solar panel.
Topics
Earth and Human Activity
Engineering Design
Light
Renewable Energy
- SDGsEnsure access to affordable, reliable, sustainable and modern energy for all.
- NGSSGrade: 4thMake observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.Grade: 4thObtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.Grade: 4thApply scientific ideas to design, test, and refine a device that converts energy from one form to another.*Grades: 3rd, 4th, 5thDefine a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.Grades: 3rd, 4th, 5thGenerate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.Grades: 3rd, 4th, 5thPlan 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.Grades: 6th, 7th, 8thDefine 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.Grades: 6th, 7th, 8thEvaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
- CSTAGrades: 3rd, 4th, 5thComputing Systems, DevicesDescribe how internal and external parts of computing devices function to form a system.Grades: 3rd, 4th, 5thComputing Systems, Hardware & SoftwareModel how computer hardware and software work together as a system to accomplish tasks.Grades: 3rd, 4th, 5thComputing Systems, TroubleshootingDetermine potential solutions to solve simple hardware and software problems using common troubleshooting strategies.
- ISTE StudentsStudents build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.Students develop, test and refine prototypes as part of a cyclical design process.Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
- Florida - NGSSSGrade: 3rdEarth and Space Science, Earth StructuresDemonstrate that radiant energy from the Sun can heat objects and when the Sun is not present, heat may be lost.Grade: 3rdEarth and Space Science, Earth in Space and TimeIdentify the Sun as a star that emits energy; some of it in the form of light.Grade: 4thEarth and Space Science, Earth StructuresRecognize that humans need resources found on Earth and that these are either renewable or nonrenewable.Grade: 4thEarth and Space Science, Earth StructuresIdentify resources available in Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy).Grade: 7thPhysical Science, Forms of EnergyRecognize that light waves, sound waves, and other waves move at different speeds in different materials.Grades: 3rd, 4th, 5thCommunication Systems and Computing, Modeling and simulationsDescribe how models and simulations can be used to solve real-world issues in science and engineering.Grades: 3rd, 4th, 5thCommunication and Collaboration, Communication and collaborationIdentify ways that technology can foster teamwork, and collaboration can support problem solving and innovation.Grades: 3rd, 4th, 5thCommunication Systems and Computing, Modeling and simulationsCreate a simple model of a system (e.g., flower or solar system) and explain what the model shows and does not show.Grades: 3rd, 4th, 5thCommunication Systems and Computing, Human – Computer interactions and Artificial IntelligenceExplain that computers model intelligent behavior (as found in robotics, speech and language recognition, and computer animation).Grades: 3rd, 4th, 5thComputer Practices and Programming, Computer programming basicsCreate, test, and modify a program in a graphical environment (e.g., block-based visual programming language), individually and collaboratively.Grades: 6th, 7th, 8thCommunication Systems and Computing, Problem solving and AlgorithmsDecompose 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.Grades: 6th, 7th, 8thComputer Practices and Programming, Programming applicationsSelect appropriate tools and technology resources to accomplish a variety of tasks and solve problems.Grades: 6th, 7th, 8thCommunication Systems and Computing, Hardware and softwareIdentify 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).Grades: 6th, 7th, 8thCommunication Systems and Computing, Human – Computer interactions and Artificial IntelligenceDesign and demonstrate the use of a device (e.g., robot, e-textile) to accomplish a task, individually and collaboratively.Grade: 4thReading, Reading Informational TextExplain how text features contribute to the meaning and identify the text structures of problem/solution, sequence, and description in texts.Grade: 5thReading, Reading Informational TextExplain how text structures and/or features contribute to the overall meaning of texts.Grade: 6thReading, Reading Informational TextExplain how individual text sections and/or features convey meaning in texts.Grade: 7thReading, Reading Informational TextExplain how individual text sections and/or features convey a purpose in texts.Grade: 8thReading, Reading Informational TextAnalyze how individual text sections and/or features convey a purpose and/or meaning in texts.Grade: 8thReading, Reading Informational TextExplain how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative language.
- Common Core ELAGrade: 4thReading: Informational Text, Key Ideas and DetailsExplain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.Grade: 4thReading: Informational Text, Craft and StructureDetermine the meaning of general academic and domain-specific words or phrases in a text relevant to a .Grade: 4thReading: Informational Text, Integration of Knowledge and IdeasInterpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.Grade: 5thReading: Informational Text, Key Ideas and DetailsExplain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.Grade: 5thReading: Informational Text, Craft and StructureDetermine the meaning of general academic and domain-specific words and phrases in a text relevant to a .Grade: 5thReading: Informational Text, Integration of Knowledge and IdeasDraw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.Grade: 6thReading: Informational Text, Key Ideas and DetailsAnalyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).Grade: 6thReading: Informational Text, Craft and StructureDetermine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.Grade: 6thReading: Informational Text, Integration of Knowledge and IdeasIntegrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.Grade: 7thReading: Informational Text, Key Ideas and DetailsAnalyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).Grade: 7thReading: Informational Text, Craft and StructureDetermine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.Grade: 8thReading: Informational Text, Key Ideas and DetailsAnalyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).Grade: 8thReading: Informational Text, Craft and StructureDetermine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
- TEKS ScienceGrade: 3rdask questions and define problems based on observations or information from text, phenomena, models, or investigations;The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 3rduse scientific practices to plan and conduct descriptive investigations and use engineering practices to design solutions to problems;The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 3rduse tools, including hand lenses; metric rulers; Celsius thermometers; wind vanes; rain gauges; graduated cylinders; beakers; digital scales; hot plates; meter sticks; magnets; notebooks; Sun, Earth, Moon system models; timing devices; materials to support observation of habitats of organisms such as terrariums, aquariums, and collecting nets; and materials to support digital data collection such as computers, tablets, and cameras, to observe, measure, test, and analyze information;The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 3rdcollect observations and measurements as evidence;The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 3rddevelop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 3rdevaluate a design or object using criteria.The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs.Grade: 3rddevelop explanations and propose solutions supported by data and models;The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.Grade: 3rdcommunicate explanations and solutions individually and collaboratively in a variety of settings and formats; andThe student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.Grade: 3rdexplain how scientific discoveries and innovative solutions to problems impact science and society; andThe student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society.Grade: 3rdresearch and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers.The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society.Grade: 3rdidentify and use patterns to explain scientific phenomena or to design solutions;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 3rdidentify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 3rduse scale, proportion, and quantity to describe, compare, or model different systems;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 3rdexamine and model the parts of a system and their interdependence in the function of the system;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 3rdexplain the relationship between the structure and function of objects, organisms, and systems; andThe student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 3rdexplain how factors or conditions impact stability and change in objects, organisms, and systems.The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 3rdidentify everyday examples of energy, including light, sound, thermal, and mechanical; andThe student knows that energy is everywhere and can be observed in cycles, patterns, and systems.Grade: 3rdplan and conduct investigations that demonstrate how the speed of an object is related to its mechanical energy.The student knows that energy is everywhere and can be observed in cycles, patterns, and systems.Grade: 3rdexplore and explain how humans use natural resources such as in construction, in agriculture, in transportation, and to make products;The student understands how natural resources are important and can be managed.Grade: 3rdexplain why the conservation of natural resources is important; andThe student understands how natural resources are important and can be managed.Grade: 3rdidentify ways to conserve natural resources through reducing, reusing, or recycling.The student understands how natural resources are important and can be managed.Grade: 4thask questions and define problems based on observations or information from text, phenomena, models, or investigations;The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 4thuse scientific practices to plan and conduct descriptive investigations and use engineering practices to design solutions to problems;The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 4thuse tools, including hand lenses; metric rulers; Celsius thermometers; calculators; laser pointers; mirrors; digital scales; balances; graduated cylinders; beakers; hot plates; meter sticks; magnets; notebooks; timing devices; sieves; materials for building circuits; materials to support observation of habitats of organisms such as terrariums, aquariums, and collecting nets; and materials to support digital data collection such as computers, tablets, and cameras, to observe, measure, test, and analyze information;The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 4thcollect observations and measurements as evidence;The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 4thdevelop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 4thevaluate a design or object using criteria.The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs.Grade: 4thdevelop explanations and propose solutions supported by data and models;The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.Grade: 4thcommunicate explanations and solutions individually and collaboratively in a variety of settings and formats; andThe student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.Grade: 4thexplain how scientific discoveries and innovative solutions to problems impact science and society; andThe student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society.Grade: 4thresearch and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers.The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society.Grade: 4thidentify and use patterns to explain scientific phenomena or to design solutions;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 4thidentify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 4thuse scale, proportion, and quantity to describe, compare, or model different systems;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 4thexamine and model the parts of a system and their interdependence in the function of the system;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 4thexplain the relationship between the structure and function of objects, organisms, and systems; andThe student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 4thexplain how factors or conditions impact stability and change in objects, organisms, and systems.The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 4thinvestigate and identify the transfer of energy by objects in motion, waves in water, and sound;The student knows that energy is everywhere and can be observed in cycles, patterns, and systems.Grade: 4thdemonstrate and describe how electrical energy travels in a closed path that can produce light and thermal energy.The student knows that energy is everywhere and can be observed in cycles, patterns, and systems.Grade: 4thcollect and analyze data to identify sequences and predict patterns of change in seasons such as change in temperature and length of daylight; andThe student recognizes patterns among the Sun, Earth, and Moon system and their effects.Grade: 4thidentify and explain advantages and disadvantages of using Earth's renewable and nonrenewable natural resources such as wind, water, sunlight, plants, animals, coal, oil, and natural gas;The student understands how natural resources are important and can be managed.Grade: 4thexplain the critical role of energy resources to modern life and how conservation, disposal, and recycling of natural resources impact the environment; andThe student understands how natural resources are important and can be managed.Grade: 5thask questions and define problems based on observations or information from text, phenomena, models, or investigations;The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 5thuse scientific practices to plan and conduct descriptive and simple experimental investigations and use engineering practices to design solutions to problems;The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 5thuse tools, including calculators, microscopes, hand lenses, metric rulers, Celsius thermometers, prisms, concave and convex lenses, laser pointers, mirrors, digital scales, balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, notebooks, timing devices, materials for building circuits, materials to support observations of habitats or organisms such as terrariums and aquariums, and materials to support digital data collection such as computers, tablets, and cameras to observe, measure, test, and analyze information;The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 5thcollect observations and measurements as evidence;The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 5thdevelop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 5thevaluate experimental and engineering designs.The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs.Grade: 5thdevelop explanations and propose solutions supported by data and models;The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.Grade: 5thcommunicate explanations and solutions individually and collaboratively in a variety of settings and formats; andThe student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.Grade: 5thexplain how scientific discoveries and innovative solutions to problems impact science and society; andThe student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society.Grade: 5thresearch and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers.The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society.Grade: 5thidentify and use patterns to explain scientific phenomena or to design solutions;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 5thidentify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 5thuse scale, proportion, and quantity to describe, compare, or model different systems;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 5thexamine and model the parts of a system and their interdependence in the function of the system;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 5thexplain the relationship between the structure and function of objects, organisms, and systems; andThe student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 5thexplain how factors or conditions impact stability and change in objects, organisms, and systems.The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 5thinvestigate and describe the transformation of energy in systems such as energy in a flashlight battery that changes from chemical energy to electrical energy to light energy;The student knows that energy is everywhere and can be observed in cycles, patterns, and systems.Grade: 5thdemonstrate that electrical energy in complete circuits can be transformed into motion, light, sound, or thermal energy and identify the requirements for a functioning electrical circuit; andThe student knows that energy is everywhere and can be observed in cycles, patterns, and systems.Grade: 5thThe student is expected to design and explain solutions such as conservation, recycling, or proper disposal to minimize environmental impact of the use of natural resources.The student understands how natural resources are important and can be managed. The student is expected to design and explain solutions such as conservation, recycling, or proper disposal to minimize environmental impact of the use of natural resources.Grade: 6thask questions and define problems based on observations or information from text, phenomena, models, or investigations;The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 6thuse scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 6thuse appropriate tools such as graduated cylinders, metric rulers, periodic tables, balances, scales, thermometers, temperature probes, laboratory ware, timing devices, pH indicators, hot plates, models, microscopes, slides, life science models, petri dishes, dissecting kits, magnets, spring scales or force sensors, tools that model wave behavior, satellite images, hand lenses, and lab notebooks or journals;The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 6thcollect quantitative data using the International System of Units (SI) and qualitative data as evidence;The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 6thdevelop and use models to represent phenomena, systems, processes, or solutions to engineering problems; andThe student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 6thevaluate experimental and engineering designs.The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs.Grade: 6thdevelop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.Grade: 6thcommunicate explanations and solutions individually and collaboratively in a variety of settings and formats; andThe student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.Grade: 6thidentify and apply patterns to understand and connect scientific phenomena or to design solutions;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 6thidentify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 6thanalyze how differences in scale, proportion, or quantity affect a system's structure or performance;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 6thexamine and model the parts of a system and their interdependence in the function of the system;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 6thanalyze and explain the complementary relationship between the structure and function of objects, organisms, and systems; andThe student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 6thanalyze and explain how factors or conditions impact stability and change in objects, organisms, and systems.The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 6thdescribe how energy is conserved through transfers and transformations in systems such as electrical circuits, food webs, amusement park rides, or photosynthesis; andThe student knows that the total energy in systems is conserved through energy transfers and transformations.Grade: 6thresearch and describe why resource management is important in reducing global energy poverty, malnutrition, and air and water pollution; andThe student understands how resources are managed.Grade: 6thexplain how conservation, increased efficiency, and technology can help manage air, water, soil, and energy resources.The student understands how resources are managed.Grade: 7thask questions and define problems based on observations or information from text, phenomena, models, or investigations;The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 7thuse scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 7thuse appropriate tools such as graduated cylinders, metric rulers, periodic tables, balances, scales, thermometers, temperature probes, laboratory ware, timing devices, pH indicators, hot plates, models, microscopes, slides, life science models, petri dishes, dissecting kits, magnets, spring scales or force sensors, tools that model wave behavior, satellite images, hand lenses, and lab notebooks or journals;The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 7thcollect quantitative data using the International System of Units (SI) and qualitative data as evidence;The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 7thdevelop and use models to represent phenomena, systems, processes, or solutions to engineering problems; andThe student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 7thevaluate experimental and engineering designs.The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs.Grade: 7thdevelop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.Grade: 7thcommunicate explanations and solutions individually and collaboratively in a variety of settings and formats; andThe student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.Grade: 7thidentify and apply patterns to understand and connect scientific phenomena or to design solutions;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 7thidentify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 7thanalyze how differences in scale, proportion, or quantity affect a system's structure or performance;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 7thexamine and model the parts of a system and their interdependence in the function of the system;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 7thanalyze and explain the complementary relationship between structure and function of objects, organisms, and systems; andThe student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 7thanalyze and explain how factors or conditions impact stability and change in objects, organisms, and systems.The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 8thask questions and define problems based on observations or information from text, phenomena, models, or investigations;The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 8thuse scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 8thuse appropriate tools such as graduated cylinders, metric rulers, periodic tables, balances, scales, thermometers, temperature probes, laboratory ware, timing devices, pH indicators, hot plates, models, microscopes, slides, life science models, petri dishes, dissecting kits, magnets, spring scales or force sensors, tools that model wave behavior, satellite images, weather maps, hand lenses, and lab notebooks or journals;The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 8thcollect quantitative data using the International System of Units (SI) and qualitative data as evidence;The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 8thdevelop and use models to represent phenomena, systems, processes, or solutions to engineering problems; andThe student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 8thevaluate experimental and engineering designs.The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs.Grade: 8thdevelop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.Grade: 8thcommunicate explanations and solutions individually and collaboratively in a variety of settings and formats; andThe student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.Grade: 8thidentify and apply patterns to understand and connect scientific phenomena or to design solutions;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 8thidentify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 8thanalyze how differences in scale, proportion, or quantity affect a system's structure or performance;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 8thexamine and model the parts of a system and their interdependence in the function of the system;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 8thanalyze and explain the complementary relationship between the structure and function of objects, organisms, and systems; andThe student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 8thanalyze and explain how factors or conditions impact stability and change in objects, organisms, and systems.The student understands that recurring themes and concepts provide a framework for making connections across disciplines.
- TEKS Technology ApplicationsGrade: 3rdidentify and communicate a problem or task and break down (decompose) multiple solutions into sequential steps;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 3rdidentify complex patterns and make predictions based on the pattern;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 3rdanalyze a plan with adult assistance that outlines the steps needed to complete a task; andThe student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 3rdcreate and troubleshoot simple algorithms (step-by-step instructions) that include conditionals such as if-then statements as they apply to an everyday task.The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 3rdidentify and explore what a variable is in a sequence of code; andThe student, with guidance from an educator, applies the fundamentals of computer science.Grade: 3rduse a design process to create a sequence of code that includes loops to solve a simple problem with or without technology.The student, with guidance from an educator, applies the fundamentals of computer science.Grade: 3rddemonstrate personal skills and behaviors, including effective communication, following directions, and mental agility, needed to implement a design process successfully; andThe student takes an active role in learning by using a design process to solve authentic problems for a local or global audience, using a variety of technologies.Grade: 3rdapply a design process with components such as testing and reflecting to create new and useful solutions to identify and solve for authentic problems.The student takes an active role in learning by using a design process to solve authentic problems for a local or global audience, using a variety of technologies.Grade: 3rdidentify and collect non-numerical data, such as weather patterns, preferred reading genres, and holidays; andThe student defines data and explains how data can be found and collected.Grade: 3rdThe student is expected to participate in digital environments to develop responsible and respectful interactions.The student identifies appropriate ways to communicate in various digital environments. The student is expected to participate in digital environments to develop responsible and respectful interactions.Grade: 4thdecompose story problems into smaller, manageable subproblems and discuss and document various solutions to the problems;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 4thidentify patterns in story problems and make predictions based on the pattern;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 4thcommunicate design plans and solutions using a variety of options; andThe student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 4thdebug algorithms (set of procedures) by identifying and removing errors.The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 4thuse variables within a program to modify data; andThe student applies the fundamentals of computer science.Grade: 4thuse a design process to create programs that include sequences, loops, and conditionals to express ideas or address a problem.The student applies the fundamentals of computer science.Grade: 4thexplain the importance of and demonstrate personal skills and behaviors, including problem solving and questioning, effective communication, following directions, mental agility, and metacognition, that are needed to implement a design process successfully; andThe student takes an active role in learning by using a design process to solve authentic problems for a local or global audience, using a variety of technologies.Grade: 4thapply an appropriate design process that includes components to improve processes and refine original products for authentic problems.The student takes an active role in learning by using a design process to solve authentic problems for a local or global audience, using a variety of technologies.Grade: 4thclassify numerical and non-numerical data; andThe student uses digital strategies to collect and identify data.Grade: 4thThe student is expected to use digital tools to communicate results of an inquiry to inform an intended audience.The student communicates data through the use of digital tools to inform an audience. The student is expected to use digital tools to communicate results of an inquiry to inform an intended audience.Grade: 5thdecompose a real-world problem into smaller, manageable subproblems using graphic organizers such as learning maps, concept maps, or other representations of data;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 5thidentify patterns in real-world problems and make predictions based on the pattern;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 5thdesign and create an outline collaboratively that documents a problem, possible solutions, and an expected timeline for the development of a coded solution; andThe student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 5thcompare multiple algorithms for the same task and determine which algorithm is the most appropriate for that task.The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 5thuse variables within a program to store and modify data;The student applies the fundamentals of computer science.Grade: 5thuse a design process to create block-based programs that include sequences, loops, conditionals, and events to solve an everyday problem; andThe student applies the fundamentals of computer science.Grade: 5thexplain the importance of and demonstrate personal skills and behaviors, including persistence, effective communication, following directions, mental agility, metacognition, problem solving and questioning, that are needed to implement a design process successfully; andThe student takes an active role in learning by using a design process to solve authentic problems for a local or global audience, using a variety of technologies.Grade: 5thapply an appropriate design process that includes components to generate multiple solutions for an authentic problem and develop original products.The student takes an active role in learning by using a design process to solve authentic problems for a local or global audience, using a variety of technologies.Grade: 5thidentify and collect quantitative and qualitative data with digital tools; andThe student uses digital strategies to collect and identify data.Grade: 5thThe student is expected to use digital tools to communicate and display data using appropriate visualization to inform an intended audience.The student communicates data through the use of digital tools to inform an audience. The student is expected to use digital tools to communicate and display data using appropriate visualization to inform an intended audience.Grade: 6thdecompose real-world problems into structured parts by using visual representation;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 6thanalyze the patterns and sequences found in visual representations such as learning maps, concept maps, or other representations of data;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 6thdefine abstraction and distinguish between generalized information and specific information in the context of solving a problem or completing a task;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 6thdesign a plan collaboratively using visual representation to document a problem, possible solutions, and an expected timeline for the development of a coded solution;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 6thdefine and label variables that relate to their programming or algorithm; andThe student applies the fundamentals of computer science.Grade: 6thuse a design process to create block-based and text-based programs that include sequences, loops, conditionals, and events to solve an everyday problem.The student applies the fundamentals of computer science.Grade: 6thresolve challenges in design processes independently using goal setting and personal character traits such as demonstrating courage and confidence;The student takes an active role in learning by using a design process and creative thinking to develop and evaluate solutions, considering a variety of local and global perspectives.Grade: 6thdiscuss and implement a design process using digital tools to compare, contrast, and evaluate student-generated outcomes; andThe student takes an active role in learning by using a design process and creative thinking to develop and evaluate solutions, considering a variety of local and global perspectives.Grade: 6thdemonstrate how data can be represented in Boolean expression; andThe student uses advanced digital strategies to collect and represent data.Grade: 6thThe student is expected to use digital tools to communicate and display data from a product or process to inform an intended audience.The student creates digital products to communicate data to an audience for an intended purpose. The student is expected to use digital tools to communicate and display data from a product or process to inform an intended audience.Grade: 7thdecompose real-world problems into structured parts using flowcharts;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 7thanalyze the patterns and sequences found in flowcharts;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 7thidentify abstraction and analyze how an algorithm the student created can be generalized to solve additional problems;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 7thdesign a plan collaboratively using flowcharts to document a problem, possible solutions, and an expected timeline for the development of a coded solution;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 7thmanipulate and rename variables and describe different data types; andThe student applies the fundamentals of computer science.Grade: 7thuse a software design process to create text-based programs with nested loops that address different subproblems within a real-world context.The student applies the fundamentals of computer science.Grade: 7thresolve challenges in design processes independently using goal setting and personal character traits such as demonstrating responsibility and advocating for self appropriately;The student takes an active role in learning by using a design process and creative thinking to develop and evaluate solutions, considering a variety of local and global perspectives.Grade: 7thdiscuss and implement a design process that includes planning and selecting digital tools to develop and refine a prototype or model through trial and error; andThe student takes an active role in learning by using a design process and creative thinking to develop and evaluate solutions, considering a variety of local and global perspectives.Grade: 7thdemonstrate how data can be represented in a binary number systems; andThe student uses advanced digital strategies to collect and represent data.Grade: 7thThe student is expected to use digital tools to communicate and display data from a product or process to inform or persuade an intended audience.The student creates digital products to communicate data to an audience for an intended purpose. The student is expected to use digital tools to communicate and display data from a product or process to inform or persuade an intended audience.Grade: 8thdecompose real-world problems into structured parts using pseudocode;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 8thanalyze the patterns and sequences found in pseudocode and identify its variables;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 8thpractice abstraction by developing a generalized algorithm that can solve different types of problems;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 8thdesign a plan collaboratively using pseudocode to document a problem, possible solutions, and an expected timeline for the development of a coded solution;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 8thconstruct named variables with multiple data types and perform operations on their values;The student applies the fundamentals of computer science.Grade: 8thuse a software design process to create text-based programs with nested loops that address different subproblems within a real-world context; andThe student applies the fundamentals of computer science.Grade: 8thdemonstrate innovation in a design process using goal setting and personal character traits, including demonstrating calculated risk-taking and tolerance;The student takes an active role in learning by using a design process and creative thinking to develop and evaluate solutions, considering a variety of local and global perspectives.Grade: 8thdiscuss and implement a design process that includes planning, selecting digital tools to develop, test, and evaluate design limitations, and refining a prototype or model; andThe student takes an active role in learning by using a design process and creative thinking to develop and evaluate solutions, considering a variety of local and global perspectives.Grade: 8thcompare and contrast data types, including binary, integers, real numbers, Boolean data, and text-based representations; andThe student uses advanced digital strategies to collect and represent data.Grade: 8thThe student is expected to use digital tools to communicate and publish data from a product or process to persuade an intended audience.The student creates digital products to communicate data to an audience for an intended purpose. The student is expected to use digital tools to communicate and publish data from a product or process to persuade an intended audience.
Age range
8-14+
Duration
3:15:00
Grades
Assets
Student Journal
Guide - Simple Machines and Linkages
Overview and Objectives
Lesson Structure
When students go through this lesson in each section, the objectives they will learn are:
- Warm-up – Recognize that the sun is the primary and secondary source of energy on Earth.
- Imagine – Study the process of harnessing solar energy and weigh its use against fossil fuel use.
- Create – Create a light measuring device measuring light while moving a servo.
- Build – Create a slow-moving panel changing the angle following the sun's position as the micro:bit reads sunlight.
- Reflect – Reflect on the projects, understanding of solar energy, and its conversion to usable energy.
- Challenges – Expand and combine solar panel designs into larger, more complex configurations and make new solar and light-related designs.
After this lesson students will be able to:
- Understand that light transfers energy from place to place.
- Investigate solar energy as a possible solution for fossil fuel dependence.
- Explore transformation of energy from one form to another.
- Recognize that energies and fuels come from natural sources and these affect our environment.
- Compare types of energy solutions and describe how some energies are renewable and some are limited.
- Create a model of a solar panel with Strawbees and a micro:bit with light-sensing input to explore different outputs.
Structure
In this lesson, I can:
- Provide evidence that light transfers energy from place to place.
- Explore transformation of energy from one form to another.
- Investigate solar energy as a possible solution for fossil fuel dependence.
- Recognize that energies and fuels come from natural sources and these affect our environment.
- Compare types of energy solutions and describe how some energies are renewable and some are limited.
- Create a model of a solar panel with Strawbees and a micro:bit with light-sensing input to explore different outputs.