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Inquiry Lesson Plan Template (with Four Ways of Thinking connection)

Teacher: Content & Title: Grade Level:


Elena Dickson New Energy: Solar 6th Grade Science
Energy
Standards:

6.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
S5C2PO1: . Identify various ways in which electrical energy is generated using renewable and
nonrenewable resources (e.g., wind, dams, fossil fuels, nuclear reactions).

S5C2PO2: Identify several ways in which energy may be stored.

Objectives (Explicit & Measurable):


To learn about how solar power.
To know how solar panels work, their design.
To understand how solar panels operate.
Ro understand how energy can be stored.
Evidence of Mastery (Measurable Assessment: formative and summative):
(formative)- Solar Energy packet based of the Solar Cell and Motor Kit activity.
(summative)- Solar Energy paper that includes an introductory paragraph explaining what solar
energy is, with two examples, a paragraph summarizing the solar panel activity done in class, a
paragraph describing their ideal solar energy house, and a concluding paragraph explaining how
energy is transferred and stored.

Sub-objectives, SWBAT (steps that lead to completion of objective; sequence from simple to more
complex):
Students will be able to understand that energy can be stored and transferred through wiritng an
informative/explanatory paper on solar energy.
Lesson Summary and Justification: (summary gives detailed information about what students are
doing. Justification why is this lesson being taught)
Students will be given a solar energy packet where they must provide a definition of solar energy, five
examples of solar energy, the chart on the solar panel activity, and instructions for the paper they will write
on solar energy. We will go outside with the Solar Cell and Motor kits that I will provide for the class. The
students will hold up the solar panel towards the sun and on their solar energy packet fill in the chart portion
that correlations to the solar panel activity. The chart will record the amount of time it took for the motor fan
to start moving after being held to the sun, the angle of the sun, the temperature outside, and the time of the
day. They will then be assigned a paper to write and their paper will include an introductory paragraph
explaining what solar energy is, with two examples, a paragraph summarizing the solar panel activity done in
class, a paragraph describing their ideal solar energy house, and a concluding paragraph explaining how
energy is transferred and stored. The students are to use their understanding of solar power to create their
ideal solar energy house. They can use the, pictures/videos shown in class, the text book, handouts provide in
class, and the internet if the sources are credible to gather information on solar power, and houses powered
by solar energy. They will provide a works cited page at the end of their paper to show that their sources
were creditable and that they did not plagiarizer their paper. This will help prepare them for high school. I
will provide a handout on APA citations for them to refer to.

Background Knowledge: (What do students need to know prior to completing this lesson)
Students will need to know what renewable energy and solar energy is, how solar energy works, and can be
used. Everything they will need to know for prior knowledge will be taught in class Monday to Wednesday
of the week. The class activity will be done the Thursday of the week the lesson plan is taught, giving them
the prior knowledge on the Solar Cell and Motor kits along with their packet activity that goes along with the
kits.

Misconception: (what possible misleading thoughts might students have?)


Possible miscinceptions about solar ebergy could be that is only works in warm places, or that qulity of
energy may not be as good will be addressed in the teaching of the lesson through out the week by explaining
how and where solar energy works. Day three talks about how solar energy is used around the world where
there are many differe climates and used for solar energy.

Process Skills: (what skills are you introducing or reinforcing)


Im introducing the Solar Cell and Motor kits. I think it is important for students to get to use and see
through a hands-on activity how solar energy works and comes to life. I think hands on activities should be
used all the time in the classroom to let students explore.
Observation: reinforcing
Prediction: reinforcing
Communication: reinforcing
Comparing/Contrasting: reinforcing

Four Ways of Thinking connection: (Provide a complete explanation of how your lesson plan connects
to futures, system, strategic, or values thinking. Define the way of thinking you selected and used in
this lesson plan. Remember, this should be included meaningfully in the lesson plan.)
Our world is constantly changing, and the way we produce and use energy will continue to change over the
years. The students are asked to write a paper and a portion of the paper is to describe their ideal solar energy
house. Students are to plan and think about the future and explain if they could create their ideal solar house
and why they would create their house the way they have described. It is very important for students think
about and realize that their futures are not going to look like the world they see today. They need to start
planning and seeing that they will make a major impact on the worlds future.

Safety: (what safety rules and items need to be addressed?)


There will be a slide up on the screen about saftey rules and how we behave during activities or labs. The
saftey rules will include;
Plan Ahead
Know the steps in the experiment.
Learn how to use equipment.
Ask any questions before you start.
Only use necessary equipment.

Be neat and organized.


Keep your work area clean.
Secure long hair or loose clothing.
Closed toed shoes, no open toed.

Report any accident RIGHT AWAY.


Anything spilt Anything broken Anyone injured

Protect your eyes and skin.


Wear safety goggles and gloves when required.
If you get something in your eyes, tell an adult right away.
If you get any substance on your skin, wash it off right away.

NO eating or drinking in the classroom.


Be careful with electric cords and equipment.
Put cords in a safe place.
Dont pull out plugs by pulling on cords.

Inquiry Questions: (testable in the here and now.)


(to explore) How does sunlight play a factor into solar energy?
(to elaborate) How can solar energy be used in a house?
Key vocabulary: (list and define) Materials: (list item and possible quantity)
1. Solar Energy- the energy from the sun that is 1. Solar Cell and Motor kit
converted into thermal or electrical energy.
2. Solar Energy Packet
2. Renewable Energy- comes from an energy
resource that is replaced rapidly by a natural
process such as power generated from the sun
or from the wind and mainly come from the
Sun.

Solar Panels- a panel designed to absorb


the sun's rays as a source of energy for
generating electricity or heating.

Engage - In this section you should activate prior knowledge, hook student attention, pose a question
(IQ#1) based on your lesson objective that students will seek to answer in Explore.
Teacher Will: (hook) Students Will:
Explain that we are going to watch a video 1. Through a class discussion the students will
called Solar Energy, but befire we watch the give their inference on what they think
video can anyone infer by looking at the title video called Solar Energy is going to be
and seeing the picture on the screen what the about.
video is about. 2. During the first watching the students will
Explain that we will watch the short video be focused on the pictures/visuals of the
twice, once without sound and only looking at video.
the pictures, and the scond time with the sound. 3. During the second reading students will be
Plays BrainPop Solar Energy video without focusing on putting together the sound and
sound. what was actually happening ith the
pictures with the sound present.
Asks if anyone could make any inferences after
seeing the video without sound.
Plays BrainPop Solar Energy video with sound.
Asks who can explain what the video was
about.
Best Teaching Practice Strategy/Differentiation/ELL and Teacher Notes
Subtitles can be put on the video of needed, and students who cant see or hear the video well can move up
closer to the screen if needed. Wait time inbetween questions and videos.

Explore - In this section students should take the lead and actively use materials to discover information
that will help them answer the question posed in Engage. Teachers may choose to give steps to follow,
especially for younger students, but the goal is for students to discover some or all of the sub-objectives of
the lesson.
Teacher Will: (pose IQ #1) Students Will: (list all steps)
IQ#1: How does sunlight play a role in 1. Listen to IQ question.
solar energy? 2. Respond to IQ question and any questions
Explain that sunlight is converted into there might be.
thermal or electric energy. 3. Examine the kits and get their solar chart.
Exlain that we will be using the Solar 4. Students will then pick their partners and
Cell and Motor kits to explore sunlights role in go outside to complete the solar kit activity,
solar energy. and completing their charts.
The solar cell and motor kit will include
a fan, solar panel, battery, and wiring that
connects the battery to the solar panel and fan.
We will be going outside to complete this
activity.
Go over safety rules for how to use kits.
Explain that there is a chart that goes
with the solar kits activity and the chart will
record the amount of time it took for the motor
fan to start moving after being held to the sun,
the angle of the sun, the temperature outside,
and the time of the day.
Explain that students will be allowed to
pick partners for this activity, but each partner
needs to fill out their own chart because the
chart will be needed later.
Best Teaching Practice Strategy/Differentiation/ELL and Teacher Notes
Students who need help while completing the activity can ask for help and I will go around to help them. For
those we need an simplified version of the graph one will be made if needed. Hands on activity.

Explain In this section students share what they discovered, teacher connects student discoveries to
correct content terms/explanations, students articulate/demonstrate a clear and correct understanding of the
lesson sub-objectives by answering the question from Engage before moving on.
Teacher Will: Students Will:
During the activity outside walks around 1. Discuss and answer the IQ question.
asking questions. 2. Students will share questions and
Asks can solar energy be used to heat a observations they have made during the
house? solar kit activity to the teacher.
Asks does solar energy/power take a lot 3. Students will answer the questions
of matinence? the teacher has posed during the solar kit
Explains to students that solar energy is activity.
the cleanest renewable energy source.
Best Teaching Practice Strategy/Differentiation/ELL and Teacher Notes
Walking arounf asking students more in depth questions to promote deeper thinking. If students need
clafification at any point on the activity they can ask and I will answer their questions. Inquiry questions.
Elaborate In this section students take the basic learning gained from Explore and clarified in Explain
and apply it to a new circumstance or explore a particular aspect of this learning at a deeper level. Students
should be using higher order thinking in this stage. A common practice in this section is to ask a What If?
question. IQ #2
Teacher Will: (pose IQ #2) Students Will:
IQ#2: How can solar energy be used in a 1. Listen to IQ question.
house? 2. Respond to IQ question, and any
Have a class discussion on how solar questions there might be.
energy can be used in a house. 3. Students will fill out their solar
Handout the solar energy packets energy packet by providing a definition of
explaining that in the packets they must solar energy, giving five examples of solar
provide a definition of solar energy, give energy and attatching their solar kit
five examples of solar energy, and attach activitiy chart to the back of the packet.ing
their chart from the solar kit activity.

Best Teaching Practice Strategy/Differentiation/ELL and Teacher Notes


Group conversation and if a student needs a simpler packet one can be made. Questions will be answered
when asked. Walking around room to just check in get students ideas and see them work.

Evaluate In this section every student demonstrates mastery of the lesson objective (though perhaps not
mastery of the elaborate content). Because this also serves as a closing, students should also have a chance
to summarize the big concepts they learned outside of the assessment.
Teacher Will: Students Will:
Pass out the instructions for the paper 1. Start brainstorming ideas on how solar energy
they will write on solar energy are on can be used in a house.
the last page of the packet. 2. In two weeks turn their solar packet and
Explain that they will be given two paper in.
weeks from today to write their paper.
Explain that the paper will include:
An introductory paragraph explaining
what solar energy is, with two
examples, a paragraph summarizing
the solar panel activity done in class,
a paragraph describing their ideal
solar energy house, and a concluding
paragraph explaining how energy is
transferred and stored. The students
are to use their understanding of solar
power to create their ideal solar
energy house. They can use the,
pictures/videos shown in class, the
text book, handouts provide in class,
and the internet if the sources are
credible to gather information on solar
power, and houses powered by solar
energy. They will provide a works
cited page at the end of their paper to
show that their sources were
creditable and that they did not
plagiarizer their paper. This will help
prepare them for high school. I will
provide a handout on APA citations
for them to refer to.
Explain that the solar packet is to also
be turned in when the paper is due.
Closure: (revisit objective, IQs and make real world connections)
Table Talk! With your group, discuss the time it took for your kit to work, and give two
examples of how solar energy could be used. One person from each group will share out one
example of how solar energy could be used.
Students will communicate with their groups their findings thorugh the solar kits activity and
what theyve learned about the sunlights role in solar energy and compare/contrast findings
between each other.

**Best Practices List the Best Teaching Practices you will use to enhance the learning outcomes. In
each section where prompted, list the best practice, how the practices will be used and the purpose.