UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Jade Delile PSMT Name: Dr.Arroyo

Kaycie Okada
Jocelyn Osuna
Antoneia Prologo

Lesson Plan Title: Solar Ovens Lesson Plan Topic: Technology and
society
Date: 5/10/2021 Estimated Time: 60-90 minutes
Grade Level: 3rd School Site: UNLV

1. State Standard(s):

- N.5.B.2 - Risks and Benefits: Students know technologies impact society, both positively
and negatively.
- N.5.A.3 - Students know how to draw conclusions from scientific evidence.
- N.5.A.5 - Students know how to plan and conduct a safe and simple investigation.
- N.5.B.3 - Students know the benefits of working with a team and sharing findings.
- W.3.2 - Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
- W.3.2a - Introduce a topic and group related information together, include illustrations
when useful to aiding comprehension.
- W.3.2b - Develop the topic with facts, definitions, and details.
- W.3.2c - Use linking words and phrases (e.g., also, another, and more, but) to connect
ideas within categories of information.
- W.3.2d - Provide a concluding statement or section.
- W.3.6 - Production and Distribution of Writing: With guidance and support from adults,
use technology to produce and publish writing (using keyboarding skills) as well as to
interact and collaborate with others.
- S.L.3.1 -Comprehension and Collaboration: 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.

2. Teaching Model(s): Cooperative Learning, Class Discussion, Group Work, Project Based
Learning.

3. Objective(s): SWBAT…

a. Describe how the sun’s light can be captured and turned into energy to heat
 something.
b. Build a solar powered oven.
c. Describe how solar energy has helped the world.
d. Describe ways in which solar energy can be improved to help the world more.

4. Materials and Technology Resources: Solar Oven Activity, Group Role Cards, STEM Mini
Journal, Solar Oven Video, Google Slides Presentation, Padlet,Project Instructions List
pizza boxes, writing utensils, rulers, white school glue, black paper, utility knife (teacher
only), aluminum foil, plastic wrap, clear, duct and electrical tape, wooden
skewers/dowels, s’mores ingredients (graham crackers, marshmallows, and chocolate).

5. Instructional Procedures:

a. Motivation/Engagement (5-10 minutes): First, introduce standards, have students

call out objectives, begin the lesson with discussion questions for the whole group,
and ask students, "Do you like to cook? What items do you or your family use for
cooking?"

Following whole group questions, have students answer the next two questions on
Padlet, allow about 5 minutes for this step Questions: "What else could we use to
cook if we did not have an oven, microwave, air fryer, or hot plate?" "How can we
cook without using electricity, gas, or fire?" That means nothing is getting plugged in,
and nothing is getting lit on fire!"

After the Padlet is complete, ask students the final two questions to introduce solar
energy, "What is solar energy? and How can solar energy benefit the world?"

Once discussion is over, play the video introducing solar ovens.

b. Developmental Activities or Learning Experiences (50 minutes): After discussing solar

ovens, the teacher will present the stem project: Pizza box solar oven. To make the
instructions clearer and available to all types of learners, the teacher will show the
class a video on creating a solar oven out of a pizza box and provide written
instructions. To engage the students, the teacher will say phrases like "Who knew
you could make an oven out of a pizza box?" continuing, the teacher will assign roles
to each student in the group and pass out the materials needed to create the solar
oven. As students work together in their groups, the teacher will continue to play the
video up on the board and walk around to observe, provide feedback, and provide
aid.

c. Closure (5 minutes): As students are finishing up their ovens, we will come back to a
whole-group discussion in which each group will demonstrate their oven and discuss
what materials they used and what approach they took to building their oven. We
want to discuss the main asking question: how did they work together to develop
 their range, and what did or did not work for them.

d. Extension: If any student feels as though they did not completely understand the
lesson or want to extend their learning teacher can provide extra aid in the form of
further explanation. For students wishing to expand their learning, the teacher can
give a writing prompt about the functionalities of ovens in our society.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

a. For lower-level ELL students, we are using Padlet as a resource to allow our students
to choose whether they want to draw pictures or write out their answers in words
when we ask them our questions. This accommodation will enable them to utilize
photographs and drawings if they are not comfortable writing things out. For the
activity, there will be a video showing how the pizza box solar oven works. Along
with that, students will be getting instructions that include pictures of each step to
accommodate those who may not understand the written instructions. We also
chose a mini STEM journal that uses short and concise questions to avoid confusion.
There are also sentence starters to get them on the right track and answer the
questions correctly. The lower-level ELL students will also get a page with vocabulary
words and their meanings typed out for them in English and translated into their first
language. Utilizing both English and their native language will allow them to
understand the concept better and practice vocabulary words in English.

b. We have accommodated higher-level ELL students by doing everything (mentioned

above) that we did for the lower-level ELL students to offer choices with the way
students respond and utilize pictures and videos to make the directions clearer.
They are also using the same STEM journal that everyone else uses to ensure they
have short and concise questions and sentence starters. The higher level ELL
students will also get the printed vocabulary list in English. Still, it's not translated in
their native language to challenge their focus on practicing their English language
skills.

c. Students with ADHD will break into two different parts during the lesson. The first
part is the actual lesson with the PowerPoint presentation, and the second one is
making the pizza box solar oven. The accommodation will help make sure we are not
forcing them to focus on one task for too long, which can usually cause them to lose
focus and interest.

d. For resource students, we will be having them group up with the GATE students.
They will each have a GATE partner with whom they will share the delegated jobs.
For example, group 1 will have 3 GATE students and 3 resource students. Each of the
resource students will pair up with a GATE student, and that pair will have 2 of the 6
total jobs needed within that group. This pairing will allow resource students to have
responsibilities still, but having the GATE student with them will enable them to turn
 to someone if they may not fully understand and/or may need help fulfilling that
position.

e. For GATE students, we will keep them together when completing the activity.
Keeping the students together will help them push each other and bounce off each
other's ideas allowing them to develop their thoughts and connections even more
than if they were to split up. We will also be adding the resource students to their
group because it challenges them to take that extra step in learning how to help
others while also benefiting from other perspectives. Another aspect we are adding
is having them be creative when making their pizza box solar oven. Sometimes we
see that GATE students are more straightforward thinkers and may struggle to be
creative, so this activity will challenge them to think creatively to find the best ways
to make the pizza box solar oven effectively. Another modification we are making to
this lesson is their mini STEM journal. They will have the same questions that the
others do, but we will be adding a higher-level question at the end to challenge
them, see how far they can take this new concept, and what connections they can
make. The question they will ask is, "compare and contrast solar ovens to regular?".

f. For social/emotional needs students, we establish an area as the cool-off zone. The
cool-off site will accommodate the students who may feel overwhelmed and need a
break. That is especially helpful because we will be doing an activity where students
will need to work in groups that may get overwhelming. Allowing them to take a
break gives them a chance to settle any emotions they may be feeling.

7. Assessment and Evaluation of Learning:

a. Formative
The homework assignment, the in-class project, and the in-class discussion are for
our formative assessments. Each of them offers information on how well the
students understand this topic and will allow us to monitor whether or not there is
still confusion happening and if we may need to go back and revisit some parts of the
lesson.

b. Summative
The summative assessment will be a unit assessment at the culmination of the lesson
to review for an understanding of solar energy.

8. Homework Assignment: Students will need to complete page six of their mini STEM
journal as a homework assignment. On this page, the focus is on improving their design,
so the question they will be answering is, "What can we change to make it better?". This
assignment will be due the next day to go over some ideas that the students have on
improving their designs.

9. Reflection:
a. Strengths: One of the strengths of our lesson is that it is project-based and allows
students to do hands-on activities. This lesson takes an everyday mundane appliance
like an oven and puts it under a new light for students. Some of our other strengths
are that we allow for student collaboration and consider our diverse learners' needs.

b. Concerns: Some concerns with our lesson might be that not all students participate
or collaborate in their groups. This issue could be a problem if certain students take
the roles of leaders and do not take well to peer input. That is why it is essential to
stress the importance of communication and collaboration when completing the
project aspect of the lesson.

c. Insights: Working together on this lesson, collaborating, and brainstorming was a fun
activity because we all had ideas on how the lesson should go. We worked great
together and communicated if we thought there was change needed. It was great
working with this group because we understood each other and what we needed to
do to complete the lesson. Overall, this lesson was a great learning experience
working together to create a very hands-on lesson and incorporate many
accommodations and differentiation for our diverse learners.