5E Lesson Plan

Teacher: Ashley Anderson

Date: 6/17/2021
Subject / grade level: Science and Reading 3rd grade
Materials:
pizza box
scissors
tin foil
plastic wrap
black construction paper
tape
A small food item such as marshmallow, bread, or chocolate

NC SCOS Essential Standards and Clarifying Objectives

S3P1. Obtain, evaluate, and communicate information about the ways heat energy is transferred and measured.
a. Ask questions to identify sources of heat energy. (Clarification statement: Examples could include sunlight, friction,
and burning.)

c. Use tools and every day materials to design and construct a device/structure that will increase/decrease the warming
effects of sunlight on various materials.

ELAGSE3RI1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the
text as the basis for the answers.
Lesson objective(s):
I can create a solar oven that will increase the warming effects of sunlight to cook a small piece of food.

I can use text evidence to answer questions about a informational text.

Differentiation strategies to meet diverse learner needs:

On a padlet, students can choose to post a video or written response.

I will provide clear directions and a checklist that will help students stay on track and know what they need to complete.
I will give the directions orally in the video, and I will also have them written down so students can go back and view
them.

ENGAGEMENT
● Describe how the teacher will capture students’ interest.
● What kind of questions should the students ask themselves after the engagement?

I will start off the lesson by asking students, “Where does heat come from? Can you name some places?” I will go over
the sources of heat examples like the sun, friction, electricity. I will then ask students, “How do we use heat in our
everyday lives?” Then I will explain how we use it for cooking. “Did you know we can use the sun to cook food? That’s
what we are going to be exploring today.”
EXPLORATION
● Describe what hands-on/minds-on activities students will be doing.
● List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration
In the video, I will ask students, “Does the sun give off heat? How do you know?” We can feel its warmth when we go outside.
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 5E Lesson Plan

“How can we take that warmth from the sun and use it to cook our food?” Then we will look at our materials and talk about what
each one might do or be best for. I will go over the directions and requirements for the solar oven. Then I will show some examples
of solar ovens and of the one I made. I will walk students through how I made the oven and me putting it outside in the sun. I will
give students directions for the next steps. I will give an example of using text evidence from one of the articles. Next, the students
will read articles and look at pictures of solar ovens. Both solar ovens that students made and solar ovens that are used around
the world. They will use these articles to help them about what is the best way to make their solar ovens.

EXPLANATION
● Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help
students connect their exploration to the concept under examination?
● List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations.
Students will then answer the question, “What did you learn from the articles that you will use to help make your solar
oven? Use text evidence from one of the articles and explain what you learned from it.”
The students will post their answer on a padlet, so they can see others’ answers and collaborate. This padlet allows the
students to practice using text evidence.

ELABORATION
● Describe how students will develop a more sophisticated understanding of the concept.
● What vocabulary will be introduced and how will it connect to students’ observations?
● How is this knowledge applied in our daily lives?

Once students have put their solar oven outside for an hour and a half, they will complete a Flipgrid. Students will post
a video of their finished solar oven describing why it worked, how well it worked, and what is one way they can make it
better.
EVALUATION
● How will students demonstrate that they have achieved the lesson objective?
● This should be embedded throughout the lesson as well as at the end of the lesson

The first padlet will be one evaluation tool to demonstrate the students understanding of the articles and ability to use
text evidence. Then the students will complete the Flipgrid at the end of the activity. They will be graded based on a
rubric.