5E - 5th Grade Lesson Plan Solar Oven Smores PDF

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Summary

5E Lesson Plan 5th Grade Science Solan Oven Smores for Elementary Science Methods c108...

Description

5E Lesson Plan Template

General Information Lesson Title: Solar Oven S’mores Subject(s): Science Grade/Level/Setting: 5th Grade Classroom and Campus Outside Field/Playground Prerequisite Skills/Prior Knowledge:

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Students know that models of objects and events are tools for understanding the natural world and can show how systems work. They have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world.

Standards and Objectives 

TEKS. 5.1(A) Within the physical environment, students learn about the physical properties of matter, including magnetism, mass, physical states of matter, relative density, solubility in water, and the ability to conduct or insulate electrical and thermal energy. Students explore the uses of light, thermal, electrical, mechanical, and sound energies.

Learning Objective(s):

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Hands on: Provided discussion questions about solar and thermal energy, students will meet with partners and answer together on their science journals and perform their project of solar oven s’mores with 100% accuracy. Summative: Given worksheets about The Science Behind Solar Ovens, students will be able to analyze their data and identify the information necessary to answer the worksheet with 100% accuracy.

Materials          

Sharpies/Markers Personal cardboard pizza box Aluminum foil Plastic wrap or bag Black construction paper Tape Glue stick Pencil or wooden skewer Scissors or utility knife S’mores supplies: chocolate, graham crackers, marshmallows

Language Demands

Technology 

Classroom projector and white board. This will be used to project the step-bystep process of experiment/project. The process will also be displayed with various language translations/supports for ELLs.

Language Function:

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Identify new information about the effect of the Sun’s energy

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Analyze new data and apply knowledge when taking notes on the science journal about solar energy and how to apply it to everyday items, including food.

Vocabulary:

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Solar energy, thermal energy, heat, temperature

Discourse and/or Syntax:

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The students will organize in partners to discuss their data collection and develop questions for which they need further clarification or would like to bring up for discussion.

Planned Language Supports:

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Vocabulary words with notes - translated vocabulary words and definitions Step-by-step instructions of the project/experiment process projected on the white board with translations in alternate language(s)

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Worksheets with instructions in English, with translations in alternate language(s).

Instructional Strategies and Learning Tasks

Activity Description/Teacher Engage:

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Explore:

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The teacher will lead a class lecture/discussion on solar power, thermal energy, and everyday items affected. The teacher will have the students meet with a partner and take notes on the discussion. Teacher will activate background knowledge by presenting real-world examples. The teacher will direct the student partners to gather their materials. The teacher will emphasize

Student Actions

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The students will be actively listening to the class discussion as they take notes with their partners. When the lecture is over, the students will discuss their own realworld examples and experiences with their partner. The students will record their prediction on how their project will turn out in their science journals.

The students will use the pre-cut (by teacher) personal pizza box and decorate it with the markers with

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that scientists actively take notes of their experiments and investigations. The teacher will review each step of the activity and walk the students through the hands-on project and assist as needed. The teacher will also remind them of the displayed instructions in the classroom. The teacher will remind the students of the classroom expectation when working on partnered activities. The teacher will direct the students outside of the classroom and into the campus field/playground when their solar ovens are built and will ask the students to place their s’mores into the over outside and document their notes and observations.

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Explain:

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Elaborate:

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Once back in the classroom, the teacher asks the students to analyze their notes and report on their observations to discuss their notes with the class. The teacher will ask the students to provide examples on how to apply solar energy on other everyday items. The teacher will review how

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their partners. The students will glue the black construction paper to the bottom of the inside of the box. –To allow for the color black of the paper to absorb the heat. The students will glue the aluminum foil to the inside of the pizza door box that was cut. –The foil will reflect the sun into the oven. The students will tape the plastic over the opening of the door. –The plastic will allow for the air inside the box to heat and still be trapped inside. After the students are gathered outside with their boxes, the students (with their partners) will add their s’mores ingredients (graham crackers, marshmallows, and chocolates) into the oven. The students will align their solar ovens with the sun and take a wooden skewer or pencil to prop their over lid open at an angle that they think ideal. The students will record their observations on their science journals. When back in the classroom, the students will think-pair-share with one another to identify any new information gathered and analyze their data of the observations they did during their project. As the students participate in the class discussion, they will take additional notes on their science journals as learned/needed. The students are able to come up

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Evaluate:

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the s’mores reacted within the solar oven and how other foods may react when placed within the same or similar situation. The teacher will discuss: o How the sun is used as a heat source o The purpose of the foil and the plastic wrap in the DIY solar oven o What would happen if a different color of construction paper is used o How different weather conditions could affect the result of the project The teacher will ask the students to complete worksheets on The Science Behind Solar Ovens. As the students complete their worksheets, the teacher will check for understanding by assessing their progress and clarifying any further questions they may have. The worksheets will include/ask about: o Materials used to craft the solar oven and the purpose of the materials o The treat the students made in the oven and the outcome o The observations the students made

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with new recipes to try in the solar ovens that they created. They will use their journal notes to help write their recipes on flashcards. The students will have time to participate in a recipe sharing activity with their peers where they exchange flashcards with their recipes.

The students will be able to use their journal notes to complete their worksheets on The Science Behind Solar Ovens. The students will be able to discuss with their partner as they complete their worksheets and answer the questions and/or complete the sections with 100% accuracy. The students will have teacher support as needed.

throughout the activity o A drawing of their solar oven with the parts labeled and identified o A section on what the students would have maybe done differently to improve efficiency

Differentiated Instruction Gifted and Talented:

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Students could enhance or extend their learning by further investigating the effects of solar power energy on a school-approved search engine and website on a classroomprovided computer or tablet. They could take notes on their journal about their research and include topics that they would like to learn more about in class or explore. They would present these notes to the teacher to review and later incorporate into the class.

ELL:

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Students will be provided with vocabulary words notecards with translated vocabulary words and definitions

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Step-by-step instructions of the project/experiment process will be projected on the classroom white board with translations in alternate language(s)

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Worksheets with instructions in English, with translations in alternate language(s) will be provided for the students

Students with Other Special Needs:

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Students will receive specialized notecards and/or modified class assignments to fit their educational needs and plan accommodations in the classroom.

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Students with IEPs/504s/special needs will be provided with additional teacher assistance, as well as teacher aide assistance.

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Students with ADD/ADHD will receive preferential seating-- may include alternative seating arrangements such as standing desks, yoga ball, motion stool, etc. Students may also receive a fidget toy at request.

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Students with dyslexia may receive text-to-speech and speech-to-text on the classroom computer to review the instructions and/or complete their worksheets, and extra time on

their written work.

Assessment Formative

● Students will be formatively assessed through classroom discussion questions to assess understanding and comprehension solar and thermal energy and their effects in the realworld. Note-taking strategies will also be observed. ● Students will be actively monitored through their partner-grouping time while they perform the hands-on activity. The teacher will record observations in class notes. Summative

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The students will complete worksheets about The Science Behind Solar Ovens with 100% accuracy.

Reflections B. During the exploration section of the lesson, the students created their own solar powered ovens with their partners to discuss solar and thermal energy and how it pertains to everyday life. This hands-on activity enhanced student learning by providing a tactile, and visual representation of the class discussion. A highly interactive project that provides them with a tasty snack at the end! This aligns to the standards and objectives by having students explore their physical environment and the physical properties of matter including energy, temperature, and their changes. C. Throughout the lesson, the teacher used a variety of formative assessment methods to guide and adjust the lesson. These methods included whole group class discussions, active observations, think-pair-chair time, and teacher assistance or support. The teacher when through these formative assessment as the students took notes and performed their hands-on activity inside and outside the classroom. The purpose of these formative assessments was to assess and analyze the effectiveness of the lesson on students and their understanding of the topics presented. The teacher uses these observations to plan and guide future lessons. D. During the evaluation section of the lesson, the teacher assigned worksheets on The Science Behind Solar Ovens. This summative assessment was used with the purpose to present an interactive way to explore and discuss the physical properties of matter—more specifically solar and thermal energy and how it can be used in different aspects of life, including cooking. The students answered their worksheets utilizing their notes taken in class and throughout the project/experiment. The teacher assisted the students as needed and used the worksheets to decide how future lessons would be guided and executed. If the assessment is successful, the teacher will know that the lesson was effective and the methods could be repeated with small modifications to be made depending of the upcoming lessons. References:

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Texas Education Agency. (2017). Texas Essential Knowledge and Skills for Science. Retrieved from https://texreg.sos.state.tx.us/public/readtac$ext.TacPage? sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=11 2&rl=16...