Energy: Sun and Earth

Overview

In lesson 3 of the five-lesson unit Earth Systems in Motion, students compare how energy from the Sun and Earth’s interior drives Earth-system processes. They integrate short scientific text, data tables, diagrams, and flow models to trace energy through weathering, convection, volcanic activity, and the water cycle.

Learning intentions

Students will be able to:

• Identify whether a process is primarily driven by solar energy or energy from Earth’s interior.
• Integrate information from scientific text, tables, diagrams, and flow models.
• Trace energy through an Earth-system process using arrows and labels.
• Support a conclusion with specific textual and quantitative evidence.

Success criteria

• I can identify the energy source driving a process.
• I can match information in a text with the correct diagram, graph, or table.
• I can show how energy moves through a system.
• I can cite a detail from the text and a number from the data to support my conclusion.

Curriculum links

• Reading science and technical texts: cite specific evidence to support analysis.
• Reading science and technical texts: integrate quantitative or technical information with visual representations.
• Writing science and technical explanations: introduce a topic, organize information, and use graphics to aid comprehension.
• Reading and comprehending grade 6–8 science and technical texts independently.

Lesson structure (45 minutes)

1. 0–5 min · Engage: “What powers Earth?” Teacher displays a split image of sunlight warming land and a volcanic eruption using the opening comparison slide, then asks, “Are these processes powered by the same energy source?” Students make an initial claim and briefly explain it to a partner.

2. 5–12 min · Build background. Teacher uses the energy-source teaching slides to define solar energy and internal Earth energy, emphasizing that solar energy drives evaporation, weathering, and much atmospheric motion, while internal energy drives mantle convection and volcanic activity. Students complete a two-column class chart and record one example for each source.

3. 12–17 min · Model evidence integration. Teacher models reading a short paragraph about the water cycle alongside a data table showing approximate energy received from the Sun and released from Earth’s interior, using the modeled text-and-data slide. Teacher thinks aloud: “The text says evaporation requires solar heating; the table shows incoming solar energy is much greater, so these details support the same conclusion.” Students identify the textual evidence, numerical evidence, and matching visual feature.

4. 17–31 min · Pair investigation. Teacher distributes the Sun-and-Earth evidence investigation and the Energy Transfer Cards to pairs, assigns each pair two processes, and directs students to use the text, data, and visuals on the worksheet to complete the tasks. Students sort the cards into energy-source and resulting-process matches, identify the source for weathering, convection, volcanic activity, and the water cycle, draw arrows tracing one energy pathway, and answer evidence questions.

5. 31–39 min · Compare and discuss. Teacher displays the comparison and discussion slides and facilitates a pair-share: “How does your process show energy moving through a system?” Students compare answers with another pair, revise one response if needed, and cite one sentence from the text plus one data value or visual feature in support of their explanation.

6. 39–45 min · Synthesize and assess. Teacher presents the final synthesis and exit-ticket slide and asks students to respond independently: “Which energy source has the stronger direct role in the water cycle, and what evidence supports your claim?” Students write a claim, cite one textual detail, include one quantitative or visual detail, and submit the completed response.

Resources

• One teacher slide deck, the complete Energy: Sun and Earth deck
• One student worksheet, the Sun-and-Earth evidence investigation
• the Energy Transfer Cards
• Projector or interactive display
• Colored pencils or highlighters
• Student science notebooks
• Pencils
• Timer

Assessment

• During modeling, check whether students can distinguish textual evidence, numerical evidence, and visual evidence.
• Circulate during pair work and ask students to justify each energy-source match using the worksheet text or data.
• Use the final response to assess whether students make a supported claim, cite specific textual evidence, and integrate a number or visual detail.

Differentiation

• Provide a word bank with solar energy, internal energy, evaporation, weathering, convection, volcanic activity, and water cycle. Offer sentence starters: “The process is driven mainly by ___ because the text states ___ and the data/visual shows ___.”
• Read the worksheet text aloud or provide teacher-selected excerpts for students who need reading support. Pair students strategically and allow highlighting or oral rehearsal before writing.
• For multilingual learners, preview source, transfer, system, evidence, and interior with simple visuals; permit labeled drawings before requiring a complete explanation.
• Challenge early finishers to compare two processes and explain why one energy source has a more direct effect, using at least two data points and two pieces of textual evidence.