Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 6 Time: 1:30-2:30pm Date: 19/10/18 Students’ Prior Knowledge:
-In Science, students have learnt about different types
Learning Area: Design and Technologies, Science of energy, renewable and non-renewable.
-Students know what solar energy is and that is a form
Strand/Topic from the Australian Curriculum: of renewable energy.
- Design, modify, follow and represent both
Develop and communicate alternative solutions, and
diagrammatically, and in written text, alternative solutions
follow design ideas, using annotated
using a range of techniques, appropriate technical terms
diagrams, storyboards and appropriate technical terms
and technology (WATPPS35)
(WATPPS29)
- Work independently, or collaboratively when required,
considering resources and safety, to plan, develop and -Light from a source forms shadows and can be
communicate ideas and information for solutions absorbed, reflected and refracted (ACSSU080)
(WATPPS38)
- Electrical energy can be transferred and transformed in
electrical circuits and can be generated from a range of
sources (ACSSU097)
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
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
Proficiencies:(Mathematics only) N/A
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:

 Define solar energy
 Identify and list the resources/materials required to create their solar powered ovens, including a material that
could be used to reflect the sun’s rays
 Describe how a solar powered oven cooks food using the heat energy provided by the sun

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

- 3 A2 sheets of paper and coloured markers
- Youtube video: https://www.youtube.com/watch?v=4-
zFlPUSDjw - have ready on the computer before class
starts
- ‘Cooking Under the Sun’ Design brief
- Design template worksheet ‘Time to Design’
- Planning worksheet ‘Time to Plan’
Enabling prompt: students that are struggling are
encouraged to research ideas for their design online.
The teacher will also assist them by giving them a few
ideas in an attempt to make their designs a bit more
creative.
Extending prompt: students that finish their designs
and creations early will have the opportunity to add
some special features of their choosing to their oven,
provided that the features are added for a
functional/scientific purpose, which can be explained to
the teacher and the class on the presentation day.

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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:

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

Resources/Reference
Time Motivation and Introduction:
s
1:30 1. The teacher will place 3 A2 sheets of paper around the room. Align these with the
2. The students will break off into groups of 8-9 and each group will go segment where they will
be introduced.
sit at a piece of paper.
3. The students will have 10 minutes to create a brainstorm or a quick
Paper – 3 A2 sheets
poster on everything they know about solar energy. Students are Coloured markers

encouraged to think about the following questions:

a. What is solar energy?
b. How does it work?
c. Do we use solar energy at all here in Australia?
d. What are the benefits of using solar energy?
e. What are the negatives of using solar energy?
4. Once these are finished they will be displayed at the back of the

classroom. After the design projects are completed in full the students

will be given a small amount of time to reflect on this poster, in

particular the positives and negatives, and what they might add or

remove if they made the poster at the end.

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

1. The teacher will bring the students together on the mat to watch an

informational video on how solar energy can be used to cook food

and the key to creating a functional solar oven (must be a reflector to

catch the sun’s ray and heat up the area).

2. The teacher will open up the class to a small discussion.
1:40 a. What did the students think of the oven created in the video?
b. How might they use a different design to achieve the same

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result with their solar ovens?

c. The teacher will explain to students that while they may Youtube video: ‘Episode
1: Solar Oven’ by Studies
choose to make an oven exactly as it was done in the video if Weekly

they are struggling to come up with another design, it is not

recommended as the design will be evaluated based on

creativity as well as the productivity. Students will be

encouraged to think outside the box regarding how they

choose to make their solar ovens – students could try using

an umbrella, a funnel shape object or a different shaped box.

3. The teacher will give each student a copy of the design brief and they

will have time to read it now.

4. The teacher will allow students to choose their own groups for the

design and technologies project, provided the students can be

sensible and inclusive.

5. Once the students are in their groups the teacher will give them time

to brainstorm different designs and plan their project.

6. The teacher will give students two worksheets to assist them in the

planning and designing stage of their project.

7. The first worksheet is a template for their design planning. Each
Cooking Under the Sun
group is to pick their top two design ideas and draw a labelled Design Brief

diagram of the solar oven and write a list of the materials required for

both designs. This worksheet is attached below.

8. The second worksheet is a questioning worksheet, designed to get

students thinking about the science behind their design. This

worksheet is also attached below.

Design worksheets
(attached below)
Lesson Closure:(Review lesson objectives with students)

1. The students will continue planning their project and coming up with

different designs for their solar ovens for 10 minutes.

2. Before the students pack away they will reconvene on the mat in front

of the teacher. There will be a closing discussion based on the task,

using the following points as a guide:

a) What do you think it would be like to use a solar cooker in

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your daily life?

b) Do you think people do use solar cookers in their daily

lives?
c) What would be the advantages of this? Have any of you

seen your electricity bills before? How could a solar

2:15 cooker reduce that number?

d) What would be the disadvantages of having to use a

solar cooker every day?

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

- Students are to put away their planning and go back to their desks in
factions (red, then blue, then yellow, then green).
- Students wait for next instruction from the teacher.

Assessment: (Were the lesson objectives met? How will these be judged?)
 The teacher will use work samples from the students as well as
observational/anecdotal notes throughout the lesson.
 The teacher will look at the completion of the design worksheets as an
indicator of student understanding.

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TIME TO DESIGN
Use this template to draw and label your two favourite design ideas from
your brainstorm. Don’t forget to list the materials you will need in the box
too!

Design 1:
Design 2:

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TIME TO PLAN
What is solar energy?
__________________________________________________________________
________________________________________

What materials will we need to use to create our solar powered

oven? _________________________________
__________________________________________________________________
________________________________________

How will our oven use the heat from the sun to cook food?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________

What will be the reflector (to reflect the sun’s rays) and where will
we put our food so that it will be cooked in the oven?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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