Teacher Education Program

Elementary Lesson Plan Template

Name: Daniel Solis Date(s) of implementation:

Key Content Standards and CA ELD Standards (Integrated ELD): List the complete text of only the relevant parts of each content and
ELD standard. (TPE 3.1)
4-ESS3-1: Renewable and Non-renewable Energy
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the
environment.

Cross-Disciplinary Connection: (TPE 3.1, 3.3, 4.3) Incorporating Visual and Performing Arts: (TPE 1.7, 3.1, 3.3)
Public speaking/debate? Ss will draw their solar powered ovens.
Ss will create a 3D solar oven
Lesson Objective: What do you want students to know and be able to do? (TPE 3.1, 3.3)
SWBAT design and create a solar powered oven.
SWBAT create a step by step plan to create their oven.
SWBAT assess and compare the efficiency of different oven designs.
SWBAT create a final plan after collecting data from their assessment/comparison.
Lesson Goals: What have you learned about students’ abilities that has informed the direction of your lesson (based on assessments,
learning experiences, IEPs)? (TPE 2.5, 3.2, 4.1, 4.2, 5.2, 5.7, 5.8)
Students are familiar with renewable energy sources.
Students understand the emissions process from fuel source combustion.
Students understand that certain renewable energy sources make more sense in some geographies compared to others.
Prerequisite Skills: What do students need to know and be able to do in order to engage in the lesson? (TPE 3.2, 4.2, 4.4)
Ss will need to understand the purpose and process of creating a procedural plan that will inform their creation of the solar powered
oven.
For one variation of this activity ss will need to be familiar with the concepts of albedo
Ss should be familiar with sun strength and its correlation with the time of day.
Ss should be familiar with energy transfer and reflection. .

Pre-Assessment Strategies: How might you gain insight into students’ readiness for the lesson? (TPE 5.2, 5.8)
Review renewable vs non renewable energy sources with students.
Backward Planning (Summative Assessment): What evidence will the students produce to show they have met the learning objective?
(TPE 1.5, 3.3, 3.4, 5.1)
Students will have created a procedural plan that reflects their assessment and observations of two different solar oven designs.
Students will be able to identify what aspects of their solar oven designs contributed to better performance.

Checking for Understanding (Formative Assessments): How will you monitor student learning to make modifications during the lesson?
(TPE 1.5, 1.8, 3.3, 3.4, 4.7, 5.1)
T will circulate around the room asking ss questions about their procedural plan and justifications for their placement of materials in the
solar oven.
 Self-Assessment & Reflection: How will you involve students in assessing their own learning? (TPE 1.5, 5.3)
Ss will be encouraged to reflect on how their solar powered oven designs could be altered to improve energy transfer efficiency.

Connections Engaging All Learners

· Connections to Students’ Lives - experiences, interests, · Range of Communication Strategies & Activity Modes (TPE 3.4,
development, and social emotional learning needs (TPE 1.1, 4.7):
2.1, 4.2): Ss will turn and talk
Ss will share in whole group discussions
· Connections to Real Life Contexts (TPE 1.3) & Culturally Ss will write down predictions
Responsive Practices (TPE 4.1, 4.4):
Ss will agree or disagree with each other’s ideas
Ss and/or their families may cook at home using an oven.
Ss may be familiar with smores.
Ss have seen an item melt due to high temperature (energy)

· Promoting Multiple Perspectives (TPE 1.5, 2.2):

Ss will be encouraged to share their predictions and thoughts, ss
will also be encouraged to respond to their peers with
affirmations and feedback/constructive questioning.

Accommodations, Modifications, and Other Strategies to Support a Wide Range of Learners (UDL, MTSS, etc.): How will you
differentiate content, process, and/or product? (TPE 1.4, 3.2, 3.6, 4.4, 5.8):

Technology: How will technology be used to facilitate students’ equitable access to content? (TPE 3.6, 3.7, 3.8, 4.4, 4.8)
Academic Language (Integrated ELD): What content-specific vocabulary, skill-specific vocabulary, text structures, and stylistic or
grammatical features will be explicitly taught? (TPE 1.6, 3.1, 3.5, 4.1, 5.7)

- Energy transfer, albedo, procedural plan, chronological order, energy conservation, solar radiation

Approaches to Support English Language Learners & Standard English Learners (TPE 1.6, 3.5, 4.4):
Word/Term bank that includes photo/pictorial representations of the words/terms.

Name: Daniel Solis Date(s) of implementation:

Instructional Learning Strategies to Support Student Learning:

How will you 1) engage/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify learning
outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, 5) build
metacognitive understanding, and 6) maintain a positive learning environment that is culturally responsive?

List what the teacher will be doing and what the students will be doing.
DAY _1_ of _2_

Time Teacher Student Resources / Materials

Prep T prepares bags or containers with Post-its

materials that students will need for the Tape
activities.
Graham crackers
Plastic cling wrap
Black and white construction
paper
 Foil
Boxes
Markers
Chocolate bars
Marshmallows
Containers or bags for materials

Ss: gathering materials for science time Science notebooks and

T: Welcome back from recess everyone! pencil/pen
Were going to get started with our science
lesson shortly, please take out everything
you might need for science time (Sci
notebook and writing materials)
Ss: T-a-T
T: Ok scientists, we’ve been learning
about what the past (INSERT X
DAY/WEEK)? Turn and talk to your
neighbor about what we’ve been learning
about. Ss: Share that we have been learning
about energy sources, both renewable
and non renewable and the pros and cons
T Uses equity sticks to call on a pair to associated with both types of energy
share what they discussed. sources.

Ss: Go or look outside on the hot sunny

day and talk to their partner about what
T: That's right! We’ve been energy energy source makes sense for our
scientists and have been learning all about geography. (ITS SOLAR POWER!!!)
where humans get energy from, what they
do with that energy, and the benefits and
consequences of using certain energy
sources. We also talked about how certain
places around the world can benefit from
certain energy sources more than others.
Lets take a look outside (hopefully this day
is hot and sunny!) what renewable energy
source do you think would make sense in
our community/part of the world. Lets take
a look outside then discuss with your
partner.

T: Thats right! Our geography is one that

could efficiently harness the power of solar
energy! Its usually hot and sunny here in
Los Angeles, even our winters are mild
and sunny! We’re going to explore the
power of using solar energy by creating an
oven. What do we know about ovens?
Ss: Share what they know about ovens.
Boxes/containers with all
- They’re hot materials needed to create solar
- You cook stuff in it (bake) oven
- I have one at home
- You can choose the temperature
Lab guide and recording sheets.

T records student responses on the

whiteboard or anchor charts
 T Discussion: S: Because the door is closed and the
How do you (or your family) normally cook heat stays inside!
food at home? Ss: Answer questions
How does an oven stay hot? Why does it
keep food so hot that it bakes while it’s
inside the oven?

T: We’re going to make an oven just like

the ones you and your families use to
cook, the only difference is that ours will
be powered by the sun! We’re going to try
to cook a S’more inside the oven too!

Ss: passing out materials and reviewing

T: We’re going to follow the solar powered lab guides.
oven Lab to create our ovens. Can the
teaching assistants for the week please
come get one box for each pair of
students? These boxes contain all the
materials needed for your solar powered
oven. Please check your lab guide to
make sure your box contains all the
materials needed.
Ss: reviewing procedures
T: Lets go ahead and take some
independent time to review the procedures
to create the solar oven.

Ss: Build a solar oven following the guide.

T: Scientists, now that you’ve had time to
review the procedural sheet you are going
to start creating your solar oven using your
materials.

Ss: measuring temperature and charting it

Follow the procedures given on the guide on g.o.
and when the oven is complete we will test
them out and record data! We will record
the temperature inside our oven every 30
mins for the next 2 hours and record the
data on our graphic organizer.

T: We will also monitor how the

marshmallows and chocolate are melting.

Tomorrow we will have time to talk about

our data and observations and then make
adjustments to our procedural design plan
and redesign our solar ovens to increase
efficiency

List what the teacher will be doing and what the students will be doing.
DAY _2_ of _2_

Time Teacher Student Resources / Materials

T: Hey everyone! We’re going to get ready Ss: finding partners and reviewing data
to chat with our partners about the data and observations from yesterday’s solar
and observations yesterday. oven activity.
Go ahead and find your scientist partners
and pull out all your materials for science
time.

T: What did we notice about yesterday’s

oven activity? Did your oven temperature Ss: Reflecting on oven designs?
stay constant throughout the two hours we
left it outside? If not, could you think of a
way to increase energy conservation?

T: So now that we’ve looked at our data

Ss: Revisiting procedural plan and making
we’re going to revisit our procedural plan
changes to their plan to improve oven
and think of ways we can improve our
efficiency.
oven design to maximize efficiency so our
s’more melts. Think of any adjustments or
changes you can make to your oven
design and write a new procedural plan to
follow.

Ss: Working on their solar oven design.

T: Once you’ve adjusted your procedural
plan you’re going to get your solar oven
from the back table and make the
adjustments to it before we take it outside
again.

Ss: Taking the solar oven outside, making

T: Now that we’re finished with the
the necessary adjustments and recording
redesign we’re going to go outside and
data every 30 minutes for 2 hours.
test our new oven design and record the
data just like we did yesterday!

2 HOURS LATER

T: Now that we’ve collected the data from Ss: Comparing data and deciding which
our oven redesigns we are going to procedural plan is most efficient.
compare the data from yesterday and
today and decide which procedural plan
was most efficient.

T: So you can see that we can take data,

think about it, think about our original Ss: sharing the adjustments they made
design, and use all that information to and how it improved (or didn't) their oven.
create a new plan that will improve on the
older one! What were some changes you
made to your design that improved the
efficiency of your solar oven?
T: So yall can see that not only can we Ss: celebrate their harnessing of solar
improve designs but we also saw that power!
solar energy is powerful!!!