Sunlight Investigations

Grade Level

3rd Grade

Duration

30 minutes

Unit

Weather Wonders & Sunlight (Lesson 3 of 3)

Learning Objectives

Students will be able to:

Observe how sunlight affects different surfaces and materials.
Ask questions and express curiosity about sunlight and its impact on Earth.
Collaboratively generate a driving question board to guide future exploration of solar energy and materials.
Use evidence from multimedia (video) to support their observations.

I Can Statements

I can observe how sunlight changes different surfaces.
I can share what I see, think, and wonder about sunlight.
I can ask questions to help me learn more about sunlight’s effects.

Common Core Standards Alignment

Though Common Core standards do not directly cover science, this lesson integrates ELA Literacy in Science/Technical Subjects standards to strengthen students’ scientific literacy and inquiry skills.

CCSS.ELA-LITERACY.RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

CCSS.ELA-LITERACY.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

CCSS.ELA-LITERACY.SL.3.4
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

Materials Needed

Projector or screen for video
Video on how sunlight affects different surfaces on Earth (teacher-selected)
Whiteboard or large poster paper for the Driving Question Board
Sticky notes or index cards for 'See, Think, Wonder' activity
Markers, pens
Chart paper with See, Think, Wonder headings

Lesson Procedure

1. Introduction & Objective Review (3 minutes)

Begin by reminding students of the unit focus: sunlight and its effects.
Share the I Can statements aloud, having students repeat them:
“I can observe how sunlight changes different surfaces.”
“I can share what I see, think, and wonder about sunlight.”
“I can ask questions to help me learn more about sunlight’s effects.”
Explain today’s goal: watch a video, think about what they notice, and work together to come up with questions that will guide future lessons.

2. Video Viewing (7 minutes)

Play a short, age-appropriate video illustrating how sunlight affects various surfaces (examples: how sunlight warms soil, water, plants, asphalt).
Encourage students to watch carefully and think about what happens when sunlight hits different materials.

3. See, Think, Wonder Activity (12 minutes)

Introduce the See, Think, Wonder chart on chart paper or whiteboard.
Model one example:
- See: “I see the asphalt gets very hot in the sun.”
- Think: “I think it’s because the dark color absorbs more sunlight.”
- Wonder: “I wonder if the sidewalk feels hotter than the grass.”
Hand out sticky notes or index cards to each student.
Have students write or draw one thing they observed in the video (See), one thought about it (Think), and one question they have (Wonder).
Allow students to post their notes in the appropriate columns.
Facilitate a brief sharing session where a few students read their notes aloud.

4. Creating the Driving Question Board (7 minutes)

Collect the ‘Wonder’ questions from students.
As a class, group similar questions and write them on chart paper labeled Driving Question Board.
Explain that these questions will guide their learning in future lessons about sunlight, energy, and the Earth.
Read aloud some standout questions and encourage students’ curiosity.
If time allows, have students pick one question they are most interested in for next lessons.

5. Conclusion & Reflection (1 minute)

Recap the main ideas: sunlight affects different materials in different ways, and asking questions helps us learn more.
Ask students: “What is one thing you learned about sunlight today?”
Remind them to keep thinking about their questions as they explore more in the future.

Differentiation Strategies

Learner Need	Strategy
ELL (English Language Learners)	Provide vocabulary supports (word banks for See, Think, Wonder), visuals from video, and sentence starters ("I see...", "I think...", "I wonder...").
Students with IEPs or Speech Delays	Allow use of drawings for responses, paired discussion with a peer before sharing, and multiple means of expression (spoken or written).
Advanced Learners	Challenge them to create more complex “Think” statements relating concepts, or to predict outcomes of sunlight on other surfaces not shown.
Attention Difficulties	Break tasks into small steps, keep video length short, use movement breaks between activities, and provide clear, concise instructions.

Assessment

Formative assessment during See, Think, Wonder notes: Check student participation and understanding through observations and written/drawn responses.
Participation in Discussion: Monitor engagement during the driving question board creation and sharing.
Exit Reflection: Informally assess by listening to students’ reflections on what they learned.

Extensions and Home Connections

Encourage students to observe and record different sunlight effects at home (e.g., where sunlight shines in their room, how it changes surfaces).
Suggest families discuss questions from the driving board, fostering inquiry outside school.

This tightly structured yet interactive plan harnesses student curiosity, inquiry, and collaboration while meeting Common Core literacy standards applied in a scientific context. It promotes deep thinking and lays a foundation for future hands-on exploration of solar energy, perfect for 3rd graders’ developmental levels.