Solar Energy Lesson 5 Solar Oven Pizza Boxes Subject Area: Science Grade Level: 1st Grade

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Michigan Content Standards E.ES.01.11. Identify the sun as the most important source of heat which warms the land, air, and water of the Earth.

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Objective I can use solar energy to cook a marshmallow by creating a solar oven pizza box. I can tell that the sun gives off light and heat energy in a group discussion.

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Anticipatory Set The teacher will ask the class what ways there are to cook food outside (bon fires.) The teacher will ask the class if the sun heats the earth at a high enough temperature to cook food. The teacher will tell the class that we will work in groups to create solar energy ovens to use the suns heat energy to cook some marshmallows. The teacher will show the group an example of a completed solar energy oven. Input A. Task Analysis a. The learner does not need any prior knowledge. b. Procedure i. Anticipatory Set ii. TTW construct 8 pizza box solar ovens (for instructions visit http://www.adeca.alabama.gov/Energy/Document%20Library/K3pgs17-18.pdf) up until the point where the construction needs to be glued on iii. TTW model gluing on the black construction paper, placing the paper plate in the box, and setting up the ruler as a dowel iv. TTW ask a student to repeat the directions v. TTW go over the expectations of working in a group vi. TTW place the students in their groups of four and hand out their materials vii. The group will move outside and place their solar ovens in the sun viii. TSW place a marshmallow inside of the solar oven ix. The class will give the marshmallows time to cook x. The class will return, observe, and eat their marshmallows

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xi. TTW ask the students how the solar oven cooked the marshmallow B. Thinking Levels a. Knowledge: I can tell that a bon fire can cook food b. Comprehension: I can discuss the fact that the sun gets warm enough to cook food c. Application: I can put together a solar oven. d. Analysis: I can explain that the solar oven will use the suns heat energy e. Synthesis: I can place a solar oven with a marshmallow in the sun to cook the marshmallow f. Evaluation: I can explain how the solar oven cooked the marshmallow C. Learning Styles a. Multiple Intelligences i. Visual/Spatial: The student will set up and observe how the solar oven cooks the marshmallow ii. Interpersonal: The student will work with a group to create the solar oven iii. Naturalistic/Nature Smart: The student will use solar energy to cook his or her marshmallow b. Remedial i. If groups are having trouble constructing their solar ovens, the teacher will come around and help them assemble it. c. Extension i. TSW write an explanation of how the solar oven used solar energy to cook the marshmallow. D. Methods/Materials a. Methods i. Visual Aids ii. Discussion iii. Group Work iv. Experiment b. Materials i. 8 medium pizza boxes ii. Newspapers iii. Tape iv. Scissors v. Black construction paper vi. Clear plastic wrap vii. Aluminum foil viii. A piece of notebook paper ix. A pencil or pen x. Rulers Modeling The teacher will have done some of the set up for the eight solar oven pizza boxes already (see procedures.) The teacher will model taping a black piece of construction

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paper to the bottom of the box to help absorb incoming sun. Then the teacher will show the students how to place a black paper plate inside of the oven. Next the teacher will show the students how to tape the ruler in the box to hold up the reflector lid. Finally, the teacher will place a marshmallow inside of the solar oven. The teacher will tell the class that they will be working in groups of four that she has set up to create their own solar ovens. The teacher will go over the expectations of working in a group. Checking for Understanding TTW ask a student to explain what there group of four is going to do to create the pizza box (tape the construction paper, place the paper plate inside, tape in the rule, and place the marshmallow inside.) The teacher will ask the students to raise their hands if they understand what is expected of them and their group. VII. Guided Practice The students will work in a group to tape their construction paper in the box, the place their back paper plate inside the box, and to tape their ruler in so that it holds of the reflector. Independent Practice Each student will obtain a marshmallow from the teacher and place it inside their solar oven. The students will leave the solar ovens in the sun and come back to them later. Closure After the marshmallows have had time to sit and cook, the class will return outside to see the progress. The students will each be allowed to eat their marshmallow. The teacher will ask the students how the marshmallows cooked. The class will discuss how the reflector used solar energy, taking heat from the sun to cook the marshmallow. X. Assessment a. A student will retell the expectations for their group work. The students will work as a group to finish constructing their solar ovens. The students will place their individual marshmallows in the oven and come back to taste and see that it has been cooked. The students will explain why the marshmallow cooked in the oven (the reflector on the pizza box allowed us to use the heat energy from the sun.) Resources a. Linda Bowman, CA Frost Environmental Science Academy, Grand Rapids Public Schools b. Overview Activity Three. Office of Energy Efficiency and Renewable Energy, n.d. Web. 27 Feb. 2012. < http://www.adeca.alabama.gov/Energy/Document%20Library/K-3pgs17-1 8.pdf> Reflection

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