S’moresome Solar Ovens –Lesson 2/9, Design & Technology

Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

Article I. LESSON ORGANISATION

Year Level: 5 Time: 1:50- 2:50 (60 min) Students’ Prior Knowledge:
Date: 19/10/2018
In previous year 4 the students have demonstrated
Learning Area: Design and Technology contexts, students use
sequenced steps to design a solution for a given task.
Design and Technologies They identify and choose the appropriate resources
from a given set. Students develop and communicate
This will be the main learning area, science and maths will design ideas and decisions, using annotated drawings
be integrated and appropriate technical terms. In Engineering
principles and systems, students recognise ways
Strand/Topic from the Australian Curriculum forces and properties of materials, affect the behaviour
of a product or system.
TECHNOLOGIES AND SOCIETY
How people address competing considerations This is the second lesson in the design brief process,
the previous lesson the brief was introduced. The
when designing products, services and environments student then conducted research on different
(ACTDEK019 ) materials, how an oven works, what temperatures they
will need to achieve. The students have research
TECHNOLOGIES CONTEXTS examples of solar ovens
Engineering principles and systems
They have learnt in science about the sun and how
Forces can control movement, sound or light in a product or energy is transferred through waves.
system (ACTDEK020 )
Materials and technologies specialisations In maths the students have been working on shapes
Characteristics and properties of a range and their nets, measurements (area and volume) and
have an understanding of measurement units of
of materials and components, and the suitability and safe measurement (cm and degrees Celsius)
practice of their use (ACTDEK023
Student have been told to bring in resources from
PHYSICAL SCIENCES home to use.
Light from a source forms shadows and can be absorbed,
reflected and refracted (ACSSU080)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT competence Critical and creative Ethical Personal and Intercultural
thinking behaviour Social understanding
competence
Students will be
Students will must
working with
critically and creative
measurements
solve the issue, what
materials to use and
ways to use them.
Inquiring – identifying,
exploring and
organising information
and ideas
Generating ideas,
possibilities and action

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 S’moresome Solar Ovens –Lesson 2/9, Design & Technology

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures Students will be understanding how to re- use
different materials for different purposes.
Students will be working with solar energy as a
natural resource an how to harness it and use
it economically.
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

● Label materials, indicate dimensions and sketch two prototype designs for a test solar oven
● Justify verbally the best materials that will be for the constructions of their large scale oven
● Write a pros and cons (list two for each) in table form comparing both shape and materials
● Discuss and evaluate information from other groups regarding the materials and design used

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

Check the weather forecast a week, day and break before
the lesson, the sun will need to be out and boxes placed in
a sunny position to harness sun’s rays for best results
 Copy of Rosie Revere, Engineer (Hardcover), By
Andrea Beaty, David Roberts
 Plastic container of various sizes
 Different coloured card and paper,
 Roll of foil, clear cellophane
 Scissors, glue and tape
 Students to have paper to record and draw designs
 20 thermometers from science lab
 2 inferred surface electronic thermometers
 Large cardboard tube cut into 15cm lengths
 Cardboard boxes of various shapes and sizes
 Pile of general resources that students have brought
from home.
 Student with learning difficulties – This student (Jack)
has already been placed with one of the stronger
students (Jill) who they have previously worked well
with in partner situation. The eat will be on hand to
assist
 High achiever – This student (Diana) will be given the
task to document all the different variables that people
have come up with. She will be given the task to
collate in table form all the different temperatures
recorded.
 Student with hearing difficulties – Beth is to be close
to the teachers whenever instruction are given, when
sitting on the mat, she must be at the front.
Continually ask Beth to repeat the question to ensure
she has heard it properly. When giving instruction to
the class, speak in a clear loud direct voice, ensure
the class is quite from back ground noise.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

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 S’moresome Solar Ovens –Lesson 2/9, Design & Technology

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

S’moresome Solar Ovens, lesson 2/9 in the design process.
This lesson the students will be designing, and documenting different designs
and materials. They will be evaluating and justifying the materials and design.
Motivation and Introduction:
Time Resources/References
After the students have finished silent reeding pack away have them pack Align these with the
Start segment where they will
away their books, stand up and line up at the door, Explain to the students we
1:50 are going out to the sun to read a book. Make sure the student have their hats be introduced.
as some will be in the sun.
Exit the class and take the students to the playground. Find a nice sunny spot
either on the grass or on the pavement. Arrange the student on the ground in Rosie Revere, Engineer
front of you. You will need to position the students half in the sun half in the (Hardcover) By Andrea
shade. Ensure the student with the learning difficulties is close by. Beaty, David Roberts
Read several pages of the book Rosie Revere, Engineer
(Hardcover) By Andrea Beaty, David Roberts.
Only read 15 of the 32 pages (time constraints). The
purpose is to get the students to sit in the sun and
compare
Pose the following Questions to the students.
- What did Rosie Design?
- What was the process that she undertook?
- Did she have many failures?
Now ask the students about their position on the playground and how they
feel with regards to temperature. Who is hot? Are you hotter than that
person? Why is that? Why is it hotter in the sun?
They students should be able to make the connection that the people in the
sun are hot or warmer then those in the shade. They should make the
connection that the grass is cooler then the bricks that are exposed to the
sun.
What colours retain the heat and what colours reflect the heat? Where does
the heat come from? How can we utilise that heat?
How would this be relevant when designing our solar ovens?
Move the students back to the classroom, have them sit with their partner’s
room last week when they started the S’moresome Solar oven challenge.

2:05pm
Lesson Steps (Lesson content, structure, strategies & Key Questions):

Today we are going to design three prototypes, does evey one know what a
prototype is? White board markers
What would be a good thing to put on a prototype design?
Why do we do three designs why not just one?

Have one person from the class read the design brief and specification to jog
everyone mind of the task.
The solar oven must be large enough to fit a foil tray approximately 30cm in diameter and
approximately 10cm high. It must have a lid or a protective cover to protect food while it is
cooking (this be see through). The oven must be made entirely from materials that you can find at

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 S’moresome Solar Ovens –Lesson 2/9, Design & Technology

home (Box, cardboard, foil, coloured card, cellophane plastic etc.). The solar oven must be
freestanding and the base of the box must sit 5cm off the ground.

Break the Whiteboard into three columns.

2:10 Material colour , shape and surface reflective ability

Now brainstorm different type of shapes, colours and reflective abilities as

they are called out put them in the right places.

Now explain to the class using the items from the board you might design and
draw a white, cube with dull non reflective internal paper. Another suggestion
2:15 might be Black, shoe box shaped with foil on the inside.

The class are then to draw, design and label, three different designs that they A4 paper for class
will build next lesson and test. Handouts one per pair

Students are to do 3 different designs on three different sheets of A4 paper,

they are to be done in pencil and use label sand colours
Building materials.
Have a range of materials and building products at the front so the students
can get a feel for them

While the designing is going on hand out sheet 1 for them to fill out regarding
the materials selected.

All designs must detail:

- Measurements (Width, Depth, Height, Circumference Diameter all in
cm or mm)
2:20 - materials inside and out
- Functions, (legs lids, covers)
- name of oven
- Construction methods
Inferred Surface
During this time Have one person from each group take a different coloured thermometer
piece of card from the front of the room and or box and have then put them in
the sun outside. Have the student with the inferred thermometer record the
2:35 surface temperature of the material on the material with pen (paper, coth,
cardboard of different colours). The material they are given has no bearing on
what they can make their box from.

After 15 min have the other student record the temp of the materials.

Have Jill collate the answers

2:40
Bring the material in and discuss with their partner.
Ask the students in the groups.

What material did you have? What colour was it? Did it absorb or reflect?
Where would it be beneficial to use this material?

As you walk around to the groups have them justify their materials and
design.

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 S’moresome Solar Ovens –Lesson 2/9, Design & Technology

Lesson Closure:(Review lesson objectives with students)

2:45
Ask the following Question
What colours worked as reflectors?
What colours worked as absorbers, where would you put these two different
colours?
Is it better to use shinny or dull surfaces?
Is the energy from the sun free? Is it renewable (have them justify)? Will it
runout?

What is the best shape? And material? Did anyone design a different way?

We need to build things that utilise the sun as a free renewable energy
source. With the right materials and design not only can we capture the sun
but we can multiply and intensify it.

When we reuse materials what are the benefits to the environment?

Why do we build prototypes?
Why use the sun, why not just use electricity or a fire to heat things?

Transition: (What needs to happen prior to the next lesson?)

2:50
Pack away all materials, ready to go home.
Have different pairs responsible for different things to ensure it all gets done.

Collect designs form students, along with pros and cons list.

Assessment: (Were the lesson objectives met? How will these be judged?)

The lesson objectives will be judged from both collecting the student’s works and
verbal answering of some question to justify their choices. Work will be photo
graphed and returned next class.

S’moresome Solar Ovens lesson 2/9. Designing three prototypes

Name:
Needs
improvement and Good Excels Not Assessed
In Group With:
or assistance
Label materials, indicate
dimensions and sketch
two prototype designs for
a test solar oven
(ACTDEK023)
maths ((ACMMG108)
Justify verbally the best
materials that will be for
the constructions of their
large scale oven
(ACTDEK023)
Write a pros and cons (list
two for each) in table form
comparing both shape and
materials ((ACSSU080)
Discuss and evaluate
information from other
groups regarding the
materials and design used
Comments:

Date : Work collected:

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 S’moresome Solar Ovens –Lesson 2/9, Design & Technology

Resources:

Sheet 1:
Different materials and shapes for the Solar oven - What we found from
investigations
Name: Plus Minus
Material colour and  
reflectiveness:
 
Material colour and  
reflectiveness:
 
Box Shape  
 
Box Shape  
 

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 S’moresome Solar Ovens –Lesson 2/9, Design & Technology

References.

Beaty, A (2013) Rosie Revere, Engineer (Hardcover) Harry N. Abrams, New York,
United States

School Curriculum and Standards Authority, Government of Western Australia

(SCASA), 2014. The Pre-primary to Year 10 Western Australian curriculum.
Retrieved from: https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-
browser.