Unit 3-Lesson 1-Solar Energy On Earth - Grade 6

Grade 6
Unit 3 :Weather &

Climate
Lesson 1
Solar Energy
on Earth
SAMI DHAOUI Inspire 2023
Encounter The PhenomenonP-7
 Watch the video and take notes
A guide to the energy

of the Earth - Joshua
M. Sneideman
Explain the phenomenon-P 148
CLAIM
Include one or more processes by
which energy from the Sun travels
and increases the temperature of
Earth's surface.
EVIDENCE : P 148-149
A. Energy from the Sun reaches Earth by the
process of radiation,
B. The temperature of the containers would vary

depending on where they were placed on Earth related
to latitude: In latitudes near the equator, there is more
sunlight per unit of surface area and temperatures are
warmer. In latitudes near the poles, there is less
sunlight and temperatures are cooler.
EVIDENCE
C. If the containers were filled with sand instead of water, they

would absorb thermal energy from the Sun faster and get warm
faster. Because water has a higher specific heat than land (or
sand), water absorbs thermal energy more slowly.
D. The containers were warmed by radiation. Then

particles of the containers with higher kinetic energy
transferred energy to water particles
EVIDENCE

E. Color affects how solar energy is absorbed by reflecting
different amounts of sunlight. Dark-colored surfaces such as soil
or water do not reflect much sunlight and have a low reflectivity, or
albedo. Light-colored surfaces reflect more sunlight and have a
higher albedo.
REVISED CLAIM

Energy from the Sun warms Earth by processes that
include radiation and conduction.
REASONING
Because we proved that by doing experiments

REASONING
Because we proved that by doing experiments

How does energy from the Sun reach Earth?
Catching Some Rays
1. Watch as your teacher performs the demonstration. Record your
observations in the space below.
Students will observe as an ice cube is placed into each of two small
bowls labeled A and B. Bowl A will be placed under a lamp.
The light source should be placed approximately 10 cm above the bowl.
Bowl B will be set away from the light source but still easily in view.
Students will observe each bowl for a given amount of time. The ice cube
under the light source should melt more rapidly. Students might know that
this demonstrates the effects of radiation from the Sun.
2. Describe the direction in which energy was transferred
between the systems.

Energy was transferred from the light to the bowl.

3. What evidence can you provide that energy from the light
reached the bowl?
Answer: The ice cube in bowl A melted at a faster rate
than the ice cube in bowl B, which was not exposed to
the light source.
THREE-DIMENSIONAL THINKING
 Models can be used to represent systems and their

interactions. How did this demonstration model energy transfer
between the Sun and Earth?
Support your reasoning with a real-life example.
 Answer: Energy from the Sun is transferred to Earth.

Surfaces on Earth are exposed to this energy and are heated. For
example, energy from the Sun can melt snow and ice on
Earth's surface.
special
thanks
2. Predict whether a sea breeze could occur
at night. Explain.
Answer: A sea breeze could only occur at

night if the land stayed warmer than the
water.
Rise and Fall
Study the diagram. Notice the direction of air
flow in each convection cell. What general
patterns can you identify?
Air rises and sinks in predictable patterns.

3. Why do you think air rises and sinks in global
convection cells?
Warm air rises and flows north and south,

away from the equator. Air at the surface
flows toward the equator to replace the air
that rises. This flow of warm air is balanced by
the flow of cold air from the poles
toward the equator.
THE westerlies flow
from west to east
THREE-DIMENSIONAL THINKING
Why do you think there are many wind systems between a
pole and the equator instead of just one large single wind
system? Use your knowledge of the global convection cells
to inform your reasoning.
Answer: Wind blows from areas of high pressure to
areas of low pressure. Thus, wind generally blows
from regions where air is sinking in convection cells
to regions where air is rising in convection cells.
Since there are several global convection cells
between the poles and the equator, there are several
major wind systems
1. For each location, A, B, and C, describe how the weather
changed over the two days.
Location A: A cold front produces thunderstorms as it

approaches.Once it passes, the air is cool and dry with
few clouds.
Location B:A warm front produces light showers and

drizzle. Once it passes, the air is warm.
Location C: High-pressure over an area brings clear

skies and fair weather.

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Grade 6

Unit 3 :Weather &

A guide to the energy

B. The temperature of the containers would vary

C. If the containers were filled with sand instead of water, they

D. The containers were warmed by radiation. Then

Because we proved that by doing experiments

Because we proved that by doing experiments

 Models can be used to represent systems and their

 Answer: Energy from the Sun is transferred to Earth.

Answer: A sea breeze could only occur at

Air rises and sinks in predictable patterns.

Warm air rises and flows north and south,

Location A: A cold front produces thunderstorms as it

Location B:A warm front produces light showers and

Location C: High-pressure over an area brings clear

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