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Investigation Notebook
Sunlight and Weather:
Solving Playground Problems
© 2018 by The Regents of the University of California. All rights reserved. No part of this
publication may be reproduced or transmitted in any form or by any means, electronic or
mechanical, including photocopy, recording, or any information storage or retrieval system,
without permission in writing from the publisher.
Teachers purchasing this Investigation Notebook as part of a kit may reproduce the book
herein in sufficient quantities for classroom use only and not for resale.
These materials are based upon work partially supported by the National Science
Foundation under grant numbers DRL-1119584, DRL-1417939, ESI-0242733, ESI-0628272,
and ESI-0822119. The Federal Government has certain rights in this material. Any opinions,
findings, and conclusions or recommendations expressed in this material are those of the
author(s) and do not necessarily reflect the views of the National Science Foundation.
These materials are based upon work partially supported by the Institute of Education
Sciences, U.S. Department of Education, through Grant R305A130610 to The Regents of
the University of California. The opinions expressed are those of the authors and do not
represent views of the Institute or the U.S. Department of Education.
Developed by the Learning Design Group at the University of California,
Berkeley’s Lawrence Hall of Science.
Amplify Science Elementary is based on the Seeds of Science/Roots of Reading
®
approach, which is a collaboration between a science team led by Jacqueline Barber
and a literacy team led by P. David Pearson.
www.scienceandliteracy.org
Amplify.
55 Washington Street, Suite 800
Brooklyn, NY 11201
1-800-823-1969
www.amplify.com
Sunlight and Weather: Solving Playground Problems
ISBN: 978-1-945192-80-7
AMP.NA18
Safety Guidelines for Science Investigations
1–2
Chapter 1
What Is the Temperature?
3
Observing and Recording Weather
4
Chapter 2
Modeling the Sun on Earth's Surface
5
Measuring Temperature in Sun and Shade
6
Chapter 3
Modeling Sunlight Over Time
7
Chapter 4
Modeling Sunlight on Different Surfaces
8–9
Chapter 5
Finding Playground Differences
10
Modeling Flooding: Trash Cans
12
Modeling Flooding: Fountain
13
Modeling Flooding: Surface Color
14
Modeling Flooding: Surface Material
15
Preparing for Severe Rain
16 –17
Glossary
18 –19
Table of Contents
11
Safety Guidelines
for Science Investigations
1. Follow instructions. Listen carefully to your teacher’s
instructions. Ask questions if you do not know what to do.
2. Do not taste things. No tasting anything or putting it near
your mouth unless your teacher says it is safe to do so.
3. Smell substances like a chemist. When you smell a
substance, do not put your nose near it. Instead, gently
move the air from above the substance to your nose. This
is how chemists smell substances.
4. Protect your eyes. Wear safety goggles if something wet
could splash into your eyes, if powder or dust might get in
your eyes, or if something sharp could fly into your eyes.
5. Protect your hands. Wear gloves if you are working with
materials or chemicals that could irritate your skin.
6. Keep your hands away from your face. Do not touch
your face, mouth, ears, eyes, or nose while working with
chemicals, plants, or animals.
7. Tell your teacher if you have allergies. This will keep you
safe and comfortable during science class.
8. Be calm and careful. Move carefully and slowly around the
classroom. Save your outdoor behavior for recess.
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
22
Safety Guidelines
for Science Investigations (continued)
9. Report all spills, accidents, and injuries to your teacher. Tell
your teacher if something spills, if there is an accident, or if
someone gets injured.
10. Avoid anything that could cause a burn. Allow your teacher
to work with hot water or hot equipment.
11. Wash your hands after class. Make sure to wash your
hands thoroughly with soap and water after handling
plants, animals, or science materials.
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
3
Name:
_____________________________________
Date:
________________
Sunlight and Weather—Lesson 1.2
What Is the Temperature?
Directions:
1. Make a prediction.
2. Use the thermometer to measure the temperature of each
cup.
3. Next to each cup, color in the temperature that you
measured.
very hot
hot
warm
cool
cold
very cold
very hot
hot
warm
cool
cold
very cold
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
4
Name:
_____________________________________
Date:
________________
Sunlight and Weather—Lesson 1.3
Observing and Recording Weather
Directions:
1. In the box below, draw the weather you observed outside
today.
2. Color in the temperature you thought it was today.
________________________________________________________
________________________________________________________
very hot
hot
warm
cool
cold
very cold
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
5
Sunlight and Weather—Lesson 2.1
Name:
_____________________________________
Date:
________________
Modeling the Sun on Earth's Surface
Directions:
1. Draw a circle around the piece of rubber that you predict will
be warmer. If you predict they will be the same, circle both.
2. Measure the temperature.
3. Color in the temperature that you measured for each piece
of rubber.
very hot
hot
warm
cool
cold
very cold
very hot
hot
warm
cool
cold
very cold
not shining shining
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
6
Name:
_____________________________________
Date:
________________
Directions:
1. Measure the temperature of the surface in the sun.
2. Measure the temperature of the surface in the shade.
3. Color in the temperature you measured for each part
of the surface.
Sunlight and Weather—Lesson 2.3
Measuring Temperature in Sun and Shade
surface in the sun surface in the shade
very hot
hot
warm
cool
cold
very cold
very hot
hot
warm
cool
cold
very cold
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
7
Name:
_____________________________________
Date:
________________
Sunlight and Weather—Lesson 3.1
Modeling Sunlight Over Time
Directions:
1. Measure the temperature of the rubber sandwich at
different times.
2. Below each picture, color in the temperature that you
measured at each time.
not shining shorter time longer time
very hot
hot
warm
cool
cold
very cold
very hot
hot
warm
cool
cold
very cold
very hot
hot
warm
cool
cold
very cold
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
Name:
_____________________________________
Date:
________________
Sunlight and Weather—Lesson 4.18
Modeling Sunlight on Different Surfaces
Directions:
1. Use your thermometer to measure the temperature of the
rubber surface at different times.
2. Below each picture, color in the temperature that you
measured at each time.
very hot
hot
warm
cool
cold
very cold
very hot
hot
warm
cool
cold
very cold
very hot
hot
warm
cool
cold
very cold
not shining shorter time longer time
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
9
Name:
_____________________________________
Date:
________________
Sunlight and Weather—Lesson 4.1
Modeling Sunlight on Different Surfaces (continued)
Directions:
1. Use your thermometer to measure the temperature of the
rubber surface at different times.
2. Below each picture, color in the temperature that you
measured at each time.
very hot
hot
warm
cool
cold
very cold
very hot
hot
warm
cool
cold
very cold
very hot
hot
warm
cool
cold
very cold
not shining shorter time longer time
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
Name:
_____________________________________
Date:
________________
10 Sunlight and Weather—Lesson 5.1
Finding the Playground Differences
Directions:
1. Observe each playground.
2. Circle the differences that you observe.
Carver playground
Woodland playground
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
Name:
_____________________________________
Date:
________________
11
Sunlight and Weather
You can use this page to write notes or make drawings.
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
Name:
_____________________________________
Date:
________________
12 Sunlight and Weather—Lesson 5.2
Directions:
1. Look at the models shown below. Imagine sprinkling the
same amount of water into each cup.
2. Circle the cup where the water level will be higher. If the
water level will be the same, circle both cups.
3. Sprinkle water over each cup.
4. Draw a line on each cup showing the height of the water.
Modeling Flooding: Trash Cans
Carver playground Woodland playground
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
Name:
_____________________________________
Date:
________________
13
Sunlight and Weather—Lesson 5.2
Modeling Flooding: Fountain
Directions:
1. Look at the models shown below. Imagine sprinkling the
same amount of water into each cup.
2. Circle the cup where the water level will be higher. If the
water level will be the same, circle both cups.
3. Sprinkle water over each cup.
4. Draw a line on each cup showing the height of the water.
Carver playground Woodland playground
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
Name:
_____________________________________
Date:
________________
14
Modeling Flooding: Surface Color
Directions:
1. Look at the models shown below. Imagine sprinkling the
same amount of water into each cup.
2. Circle the cup where the water level will be higher. If the
water level will be the same, circle both cups.
3. Sprinkle water over each cup.
4. Draw a line on each cup showing the height of the water.
Sunlight and Weather—Lesson 5.2
Carver playground Woodland playground
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
Name:
_____________________________________
Date:
________________
15
Directions:
1. Look at the models shown below. Imagine sprinkling the
same amount of water into each cup.
2. Circle the cup where the water level will be higher. If the
water level will be the same, circle both cups.
3. Sprinkle water over each cup.
4. Draw a line on each cup showing the height of the water.
Modeling Flooding: Surface Material
Sunlight and Weather—Lesson 5.2
Carver playground Woodland playground
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
16
Name:
_____________________________________
Date:
________________
Sunlight and Weather—Lesson 5.4
Preparing for Severe Rain
Directions:
1. Look at the picture of the playground before the rain.
2. Predict if the playground will flood.
3. Circle your prediction: yes or no.
4. Observe the picture of the playground after the rain.
5. Circle your observation.
Predictions:
Will the playground
flood?
Observations:
Did the playground
flood?
yes no yes no
yes no yes no
yes no yes no
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
Name:
_____________________________________
Date:
________________
17
Sunlight and Weather—Lesson 5.4
Preparing for Severe Rain (continued)
Directions:
1. Look at the picture of the playground before the rain.
2. Predict if the playground will flood.
3. Circle your prediction: yes or no.
4. Observe the picture of the playground after the rain.
5. Circle your observation.
Predictions:
Will the playground
flood?
Observations:
Did the playground
flood?
yes no yes no
yes no yes no
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
18 Sunlight and Weather
dark: closer to black than white
oscuro: más como el color negro que como el color blanco
model: something scientists make to answer questions about
the real world
modelo: algo que los científicos crean para responder
preguntas sobre el mundo real
pale: closer to white than black
pálido: más como el color blanco que como el color negro
predict: to use what you already know to decide what you think
might happen
predecir: usar lo que ya sabes para decidir lo que piensas que
podría pasar
prepare: to get ready
preparar: hacer que esté listo
Glossary
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
19
Sunlight and Weather
Glossary (continued)
severe: very strong or harmful
severo: muy fuerte o dañino
sunlight: light from the sun
luz del sol: la luz que viene del sol
surface: the outside part of something
superficie: la parte exterior de algo
temperature: how hot or cold something is
temperatura: qué tan caliente o frío está algo
weather: what is happening outside with the air and sky and
temperature
clima: lo que está sucediendo afuera con el aire y el cielo y la
temperatura
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
Lawrence Hall of Science:
Program Directors: Jacqueline Barber and P. David Pearson
Curriculum Director, Grades K–1: Alison K. Billman
Curriculum Director, Grades 2–5: Jennifer Tilson
Curriculum Director, Grades 6–8: Suzanna Loper
Assessment and Analytics Director: Eric Greenwald
Learning Progressions and Coherence Lead: Lauren Mayumi Brodsky
Operations and Project Director: Cameron Kate Yahr
Student Apps Director: Ari Krakowski
Student Content Director: Ashley Chase
Leadership Team: Kathryn Chong Quigley, Jonathan Curley, Ania Driscoll-Lind, Andrew Falk, Megan Goss,
Ryan Montgomery, Padraig Nash, Carissa Romano, Elizabeth Shafer, Jane Strohm, Traci K. Wierman
Sunlight and Weather: Solving Playground Problems Unit Team:
Amplify:
Credit:
Illustration: Cover: Tory Novikova
Leah B. Anderson
Ranem Atia
Stacy Au-yang
Candice Bradley
Joanna Burgarino
Kate Donaldson-Fletcher
Jennifer B. Garfield
Alya Hameed
Tessaly Jen
Sophia Lambertsen
Deirdre MacMillan
Meredith W. Moran
Jade Sharify Talbot
Irene Chan
Samuel Crane
Shira Kronzon
Charvi Magdaong
Thomas Maher
Rick Martin
Matt Reed
Eve Silberman
Steven Zavari
Published and Distributed by Amplify.
www.amplify.com
Your Investigation Notebook
Scientists use notebooks to keep track of their
investigations. They record things they learn from other
scientists. Sometimes they draw or make diagrams. They
record ideas and information they want to remember.
Your Investigation Notebook is a place for you to keep
track of:
•
investigations you do in class.
•
what you learn from reading science books.
•
your questions, predictions, and observations.
•
your explanations and the evidence you find
to support those explanations.
•
your ideas!
AMP.NA18
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