write about solar lessons

Solar Energy- Write About It.

Instructional Objectives-Students will write a carefully structured 3-5 paragraph exposition on the solar energy writing prompt done as a "pre-test". They will use a thesis statment to declare the exposition that follows, and will use details from their scientific activities to support each point.
Time Required-1-3 periods, depending on present skills, and whether all work is done in class. For my low English level students.... it is worked through with a variety of language templates, so that they are inserting their real experiences logically into the form.... it's entry level composition for these 6th grade students.
Advanced Preparation and prerequisite knowledge/skills-Teacher should have clear ideas as to what their own class writing structures and goals are, and adapt this assessment activity to those.
Materials- Basics..... paper, pencil/pens (we use computers sometimes later to reprocess the main points into slide shows with photo exemplars of the science examples used).Board or overhead to think through the process via 'chalk-talk'.(see examples of student generated-teacher assisted outlines for early-English learners)

Rubrics: It is important that each teacher use the assessment rubric most appropriate for your grade level and school. If you do not yet have that in place, please feel free to e-mail me for some idea exchange.

Examples of Standards Addressed: These are the specific California 6th grade standards for writing that are being assessed.

Primary Focus: Get the pieces of science-based writing put together correctly. Use real data and real experiences to ground each point made.

2.2 Write expository compositions (e.g., description, explanation, comparison and contrast, problem and solution):
a. State the thesis or purpose.
b. Explain the situation.
c. Follow an organizational pattern appropriate to the type of composition.
d. Offer persuasive evidence to validate arguments and conclusions as needed.

Secondary Focus: Demonstrate 'audience' awareness, and make the writing come alive.

1.2 Create multiple-paragraph expository compositions:
a. Engage the interest of the reader and state a clear purpose.
b. Develop the topic with supporting details and precise verbs, nouns, and adjectives to paint a visual image in the mind of the reader.
c. Conclude with a detailed summary linked to the purpose of the composition.

California 6th grade science standards most directly assessed:
Although the standards appear narrow in this unit, they are foundational, and along with the experiences which become concrete reference points, can be used to drive much of the learning for most of the other standards.
(light energy to photosynthesis to food webs/ecosystems, heat energy conducting and convecting for geologic process understanding and weather)

3d. Students know heat energy is also transferred between objects by radiation (radiation can travel through space).

Energy in the Earth System
4. Many phenomena on Earth's surface are affected by the transfer of energy through radiation and convection currents. As a basis for understanding this concept:

a. Students know the sun is the major source of energy for phenomena on Earth's surface; it powers winds, ocean currents, and the water cycle.

b. Students know solar energy reaches Earth through radiation, mostly in the form of visible light.
c. Students know heat from Earth's interior reaches the surface primarily through convection.

d. Students know convection currents distribute heat in the atmosphere and oceans.

e. Students know differences in pressure, heat, air movement, and humidity result in changes of weather.

Ecology (Life Science)
5. Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. As a basis for understanding this concept:

a. Students know energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis and then from organism to organism through food webs.

b. Students know matter is transferred over time from one organism to others in the food web and between organisms and the physical environment