Name Heather Morlan

Class Ms Fishers 3rd Grade

Date October 22, 2014
edTPA Indirect Instruction Lesson Plan Template
The Sun and Solar Ovens
_____________________________________________________________________________
Big Idea: What big idea/unifying science concept is addressed in your lesson? Use the
Disciplinary Core Ideas and Science and Engineering Practices from the NGSS to help you
identify the big idea(s). Think about how you would teach this idea in multiple lessons- how
would it build?
The Sun provides heat and light to Earth.
Grade Level: 3rd Grade
NC Essential Standard(s): http://www.dpi.state.nc.us/acre/standards/new-standards/

Next Generation Science Standard(s): What K-5 performance expectation is addressed?

Please list the full code (i.e. K-PS2-1) and the statement. The NGSS are located here:
http://www.nextgenscience.org/next-generation-science-standards.
National Science Education Standards:
Earth Science (5-8): The Sun is the major source of energy for phenomena on
Earths surface.
Science

and

Technology

(5-8):

Students

should

develop

abilities

of

technological design.

Four Strands of Science Learning: Which of the Four Strands are emphasized in your lesson?
List each applicable Strand and provide an example of where it is present in the lesson.

Strand 1: Understanding Scientific Explanations: Students will be exposed to various scientific

vocabulary words and concepts. Through creating their own solar oven, they will understand
how the sun warms the earth.
Strand 2: Generating Scientific Evidence: Creating a solar oven and watching how it warms the
Smores, students will document the process and generate their own scientific evidence.
Strand 3: Reflecting on Scientific Knowledge: Based on previous lessons about the solar
system and the earth, students will be able to reflect on their prior knowledge when creating the
solar oven.
Strand 4: Participating Productively in Science: Students will be productively participating in
science by creating their own solar oven to prove that the sun provides the earth with heat.
21st Century Skills: Using the 21st Century Skills Map-Science available on Moodle, choose
the two or three skills that are emphasized your lesson. Explain why you chose these.
Creativity and Innovation: Students provide concrete examples of science as a way of thinking
that involves both systematic and creative processes that anyone can apply as they ask questions,
invent things and develop ideas about the world around them. Students examine the ways they
use scientific thinking and experimental problem solving processes in their day to day activities
such as cooking.
Critical Thinking and Problem Solving: Students construct their own scientific understanding
and develop their scientific process skills by asking scientific questions, designing and
conducting investigations, constructing explanations from their observations, and discussing
their explanations with others.
Collaboration: Students work collaboratively with others, both small and large groups, in their
science classroom.
Academic Language Demand
Language Function: In the table below highlight the one most important language
function for your lesson. Explain why you chose this. This lesson will interpret and
summarize what students have learned about the sun in previous lessons to demonstrate
how the warm of the sun can act as an oven.
Analyze

Argue

Categorize

Interpret

Predict

Question

Compare/contras
t
Retell

Describe

Explain

Summarize

Scientific Vocabulary: What are the key scientific terms that your students will learn
through this lesson?
VOCABULARY:

absorb

solar

heat

conduction

radiation

convection

reflection

transfer
renewable

nonrenewable

energy

energy

insulation

Instructional Objective: What is the specific learning objective for your lesson? What are the
students going to be expected to know and do? How will you know? Make sure your
instructional objective includes: conditions, performance, and criteria!
Lesson Objective:
Students will learn about the characteristics of the sun, and build a small oven to learn how the
energy from the sun can be used as heat. Students will be successful when they produce their
oven, melt the chocolate and create a smore.
Prior Knowledge (student): What knowledge and skills should students already have to be
successful in this lesson? The Student has already had the lesson on the sun and the solar
system.
Content Knowledge (teacher): What background knowledge does the teacher need to have?
Provide enough content here so that a novice colleague could teach this lesson.
The sun is very important to the Earth. Without it, there would be no life on our planet. We can
use the energy of the sun to warm and light our homes, heat our water, and provide electricity to
power our lights, stoves, refrigerators and other appliances. Almost all of the energy on Earth
originated with the sun. It is the source of our weather, such as wind and rain, which we can use
to make electricity with windmills and dams. Most of our electricity comes from coal, which is
energy stored from the sun in plants millions of years ago. The sun is an abundant energy
resource. The simplest use of the sun is to use its warmth to heat up an object. The passive
heating effect of the sun can be used successfully and economically as an energy source to heat
houses and buildings, to heat water and to even cook food. Even today, many people around the
world depend on the energy from the sun to cook food.
Connections to Students Lives: How do you anticipate connecting this lesson to the
experiences and interests of your students? You can still cook at home even if you do not have
electricity.
Accommodations for Students with Special Needs (individual and/or small group): What will
you do for students with special needs (ELL, ability, etc.)? NOTE: These accommodations
should be woven throughout the 5E cycle. You are just summarizing those accommodations
here. Students will work within the group and have hands on help from the teacher and the
assistants. Vocabulary words will be explained for ELL.
Materials and Technology Requirements: What materials do you (as teacher) and students
need? What resources will be used? If materials are exotic, where can they be found? You need
to be specific with the amount of materials you will need.

1 Set of supplies per group:

a pizza box

ruler

aluminum foil

scissors

plastic wrap

glue stick

black construction paper

newspaper

marshmallows, graham crackers and chocolate

paper plates

napkins

RESOURCES:
http://www.kids.esdb.bg/solar.html
http://www.as.utexas.edu/mcdonald/scope/poster/cooker.pdf
http://www.eia.gov/kids/energy.cfm?page=solar_home-basics
http://www.eia.gov/kids/energy.cfm?page=hydropower_home-basics
http://solartownkids.com/
http://www.alliantenergykids.com/energyandtheenvironment/renewableene
rgy/022400
http://www.going-green-challenge.com/solar-energy-for-kids.html
http://www.energyquest.ca.gov/

http://www.energyquest.ca.gov/
http://solarcooking.wikia.com/wiki/Water_pasteurization
http://en.wikipedia.org/wiki/Solar_cooker
http://www.solar4rschools.org/sites/all/files/Activity%204%20-%20Build
%20a%20Solar%20Water%20Purifier.pdf
http://www.solar4rschools.org/sites/all/files/BACKGROUND-SOLAR-MID2.pdf
http://www.teachengineering.org/collection/cub_/activities/cub_energy2/cub
_energy2_lesson09_activity3_worksheet.pdf
http://www.teachengineering.org/view_curricularunit.php?
url=http://www.teachengineering.org/collection/cub_/curricular_units/cub_in
tro/cub_intro_curricularunit.xml
http://pbskids.org/designsquad/video/index.html

Total Estimated Time: How long do you expect your lesson will take? 45 minutes
Source of Inspiration for the Lesson:
http://solartownkids.com/
http://www.kids.esdb.bg/solar.html
Safety Considerations: How will you make sure students are safe in your lesson? The teacher
should prepare the boxes ahead of time so that the students do not have to use a box cutter to cut
the boxes. Students should be informed about how got the boxes may get and they should treat
them just like a real oven.

Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5Es. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Dont just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.
Engage: How will students attention or interest be captured? How will you identify prior
conceptions? Show the video below and get the students excited about the sun. This lesson
should follow the previous lesson where students learned about the sun in our solar system.
Video: http://www.youtube.com/watch?v=t-kzdR93bqw
Explore: What common concrete experience will the students have that allows all students
access to materials and gives them time to talk about and communicate their ideas? What
questions will you ask to facilitate exploration?
Read Sun by Steve Tomecek (National Geographic), The Sun by Roca, Issern and Rocio,
Watching The Sun by Edana Ecka, The Sun Our Nearest Star by Franklyn M. Branley, Sun Up,
Sun Down by Gail Gibbons The Sun Shines by Nate George (National Geographic) or Sun and
Stars by Susan Kay (National Geographic). Ask the students what the benefits of the sun could
be. Ask them to share their answers with partners. Begin an Anchor T-chart titled Our Sun.
Draw a line down the middle of the chart and make one side for "Helpful Sun" and one side for
"Harmful Sun. Give students the mini t charts to glue into their Science Journals so that they
can add to it as we go along. Say, Knowing everything we learned about the sun this week,
close your eyes and imagine a day without the sun. What do you see? What do you feel? *give
students a minute or two and then have them turn and talk to their partners about what they see
and feel with no sun*
Explain: How will you structure student sharing from exploration? How will you facilitate
students conceptual development? How will you help students connect explanations back to
their experience? How will you build on student explanations to help students use appropriate
vocabulary to label concepts and ideas?
Continue your conversation with students; Ask them, Without the sun, what do you think Earth
would be like? Ask students to share with their partners what they think the sun does to help
things on Earth. Write their responses onto the Helpful Sun part of the chart. Hopefully one
thing they say will be that the sun gives us heat and/or energy. If they dont then you can add that
to the chart. Then explain to the students that they will be using the sun's energy to make
Smores. Pass out the Solar Smores recording sheets and have the kiddos glue them into their
science journals. Before going outside allow kiddos to build their Smores on a small paper plate,
draw their "before experiment" Smores, hypothesize, and ask questions in their Science
Journals.

Solar Pizza Oven

This is a great way to see how the sun's rays can be turned into thermal energy, useful in our
daily lives to cook food among many other things. This activity should be done on a sunny day
to ensure that the oven cooks at or above 200 degrees. Take caution! It functions like a real oven,
so don't touch!
You will need:

a pizza box

ruler

aluminum foil

scissors

plastic wrap

glue stick

black construction paper

1. Draw a one-inch border around the top of the pizza box. Cut along
three sides, leaving the line along the back of the box uncut.
2. Form a flap by gently folding back the uncut line to form a crease.
3. Cut a piece of aluminum foil to fit on the inside of the flap. Smooth out
any wrinkles and glue into place.
4. Measure a piece of plastic to fit over the opening you created by
forming the flap. The plastic should be larger than the opening so that
it can be taped to the underside of the box top. Be sure the plastic
becomes a tightly sealed window so that the air cannot escape from
the oven.
5. Cut another piece of aluminum foil to line the inside of the pizza box
and carefully glue into place.
6. Cover the bottom with black construction paper and glue into place.

7. Close the pizza box top with the window, and prop open the flap with
the ruler you used to measure before. (A wooden dowel or straw may
be used as well.)
8. Adjust until the aluminum reflects the maximum sunlight through the
window into the oven interior.
And enjoy your treats! Ovens will have to preheat about 30 minutes before cooking anything.
You can heat up pizza, cook hot-dogs, and melt nachos, just to name a few!

Solar S'Mores

graham crackers

Hershey's chocolate bar

large campfire marshmallows

After your solar oven has preheated for about 30 minutes, place 4 squares of chocolate on each
of the graham crackers. Top with marshmallows. Cover with remaining graham crackers to form
sandwiches. Press to seal and wrap with foil. Place in oven. Bake until heated and chocolate
begins to melt. Serve immediately.
Food for thought: Why is the inside of a solar oven black instead of white? This is because darkcolored objects absorb more light and store more head from the sun than light-colored objects.
You'll notice this when the pavement is much hotter to your bare feet than the sidewalk on a very
sunny day!

Elaborate: What opportunities will there be for students to apply newly learned ideas, concepts,
and skills? (Another activity is ideal.)
Independent Practice: After coming back inside, the Students should draw what the "After
Experiment" Smore looked like and then write a conclusion as to why they think their Smore
was able to be cooked outside. Then they can share with their team.
Evaluate: How will you assess each students progress toward the stated objective(s)? What
evidence will be collected? What types of assessment will be used (formal, informal, formative,
summative)?
Reflection: I ask teams to share out with the class about what happened to their
Smores.....Did it cook all the way? Was some of the chocolate still hard? Were the
crackers soggy? Etc. Then I revisit the Helpful Sun Anchor t-chart and remind the

kiddos of some of the reasons why the sun can be so helpful to Earth and to us.
To be completed after the lesson is taught (if applicable)
Assessment Results of All Objectives/Skills:
Reflection on Lesson:
CT signature/confirmation: _________________________________ Date: ________________

Graded Elements

Developing (Level 1)

Acceptable (Level 2)

Exemplary (Level 3)

Initial Planning
Several required components are
missing. The components presented
do not align well with the lesson.

Most required components are present.

One or two may be missing, require more
detail, and/or not be completely aligned
with the lesson.

All required components are present and align with the

lesson.

(0-1 point)

(2 points)

(3 points)

One or more required components

are missing. The components
presented do not align well with the
lesson.

All required components are present. One

or two may not be completely aligned with
the lesson.

All required components are present and align with the

lesson.

(0-1 point)

(2 points)

(3 points)

Identification of academic
language demand (both
language function & vocab),
instructional objective, and
content knowledge

Several required components are

missing. The components presented
do not align well with the lesson.

Most required components are present.

One or two may be missing, require more
detail, and/or not be completely aligned
with the lesson.

All required components are present and align with the

lesson.

(0-1 point)

(2 points)

(3 points)

Identification of connections
to students lives, prior
knowledge, and
accommodations for special
needs

One or more required components

are missing. The components
presented do not align well with the
lesson.

All required components are present. One

or two may require more detail or not be
completely aligned with the lesson.

All required components are present and align with the

lesson.

(0-1 point)

(2 points)

(3 points)

Identification of central
focus, lesson subject, grade
level, materials, time, lesson
source, and safety

Identification of NC
Standards, NGSS, 4 Strands
and 21st Century Skills

Lesson Introduction

Engage

Engage stage states pre-skills rather

than using questions to gauge
readiness and generate curiosity.
Misses opportunity to motivate
students and help them make
connections to their lives and prior
knowledge.

Engage activity somewhat sets the stage

for attending to the lesson, but important
connections to students lives and/or prior
conceptions are missing.

(0-2 points)

(3-4 points)

Engage activity creates interest and generates curiosity in

the topic by connecting it to students lives. Identifies prior
conceptions to gauge readiness for the lesson. Clear
connections made to prior learning or knowledge. Provides
focus for the remainder of the lesson. Highly relevant and
compelling questions are present.
(5 points)

Lesson Development

Explore

Explain

Elaborate

Students are given a limited

opportunity to explore with materials
or phenomena. Not clear how the
exploration will provide a common
experience for students to build
conceptual knowledge and
communicate their ideas with others.

Students have the opportunity to get

directly involved with phenomena and
materials. They are provided with a
common experience so they can share
and communicate their ideas about the
core concepts addressed. Teacher
direction may drive instruction rather than
student inquiry.

Students have the opportunity to get directly involved with

phenomena and materials. Students are provided with a
common experience that assists them in sharing and
communicating their ideas about the core concepts
addressed. Student inquiry drives the instruction. Highly
relevant and compelling questions are present.

(0-2 points)

(3-4 points)

(5 points)

Explain stage does not introduce

students to common language, terms,
or vocabulary, and is entirely teacherdirected. No opportunities are given
for students to communicate their
ideas with others through writing,
drawing, or spaeking, and/or the
product or activity does not relate to
stated objective(s).

Students have some opportunities to

explain concepts, but this process may be
primarily teacher-directed. There may not
be sufficient opportunities for students to
communicate with others to develop and
demonstrate their mastery of new
vocabulary or terms through writing,
drawing, and speaking.

Students are encouraged to explain concepts in their own

words based on what they did in the Explore phase.
Teacher introduces common language, terms, and
vocabulary and helps students build on their initial
explanations to construct more accurate and sophisticated
explanations. Some form of writing, drawing, or speaking is
used to assess students development, progress, and
growth with the new information presented. This stage is
predominantly student-led, with the teacher asking highly
relevant and compelling questions to guide the process.

(0-2 points)

(3-4 points)

(5 points)

Activities are unrelated to concepts

learned and/or do not facilitate deeper
understanding in students.

Activities provide some opportunity for

students to expand their understanding of
the concepts or to make connections with
related concepts.

Activities allow for students to elaborate on the concepts

learned, make connections to other related concepts, and
apply their understandings to the world around them.
Highly relevant and compelling questions are present.

(0-2 points)

(3-4 points)

(5 points)

Lesson Evaluation
Assessment is limited to one form in a
single stage and does not relate to
the objective(s).

Assessments gauge student learning of

the objective(s) but may not directly align
with the conditions or behaviors of the
objective(s). Only formative OR summative
assessments (not both) are used and are
not fully incorporated through all stages of
the lesson.

Candidate effectively proposes multiple strategies for

determining levels of mastery of lesson objective(s).
Assessments are clearly aligned with the objectives of the
lesson. Both formative and summative assessments are
seamlessly incorporated throughout all stages of the
lesson.

(0-2 points)

(3-4 points)

(5 points)

Evaluate

Additional Lesson Components

Alignment/structure of
lesson

Lesson focuses on how to complete

an activity, rather than on developing
student understanding of content and
skills.
Several key activities do not align to
the objective(s) and standards.
(0-1 point)

Accurate science content

Communication of ideas

Lesson sequence is clear and time is

allowed for student questions and practice,
but important details regarding some
segments may be missing from the lesson.

Sequence and organization of lesson is effective, logical

and structured to increase student understanding. Lesson
sequence allows for student questions, practice and
success during each important segment.
All activities align to the objective(s) and standards.

Most activities align to the objective(s) and

standards.
(2 points)

(3 points)

Science content is not accurate.

Science content is accurate in most of the

lesson plan.

Science content is accurate throughout the entire lesson.

(0 point)

(1 point)

(2 points)

The plan is difficult to read or hard to

follow because of excessive
mechanical (spelling, grammar)
errors.

Ideas are communicated somewhat

clearly, with some mechanical (spelling,
grammar) errors found.

Ideas are communicated clearly, with no mechanical

(spelling, grammar) errors found in the lesson plan.

(0-1 point)

(2 points)

(3 points)