CHECKLIST LESSON PLAN FORMAT

(Undergraduate Restricted Courses)

Title of Lesson: Solar Cooker- Pringle Can
Subject(s): Language Arts/Science Integration

Grade Level: 4th Grade

Skill: Expressive Engineering

OBJECTIVES:
Behavioral Standards - Students will have a hands on experience utilizing solar energy. They
will create a solar powered hot dog cooker, and express an opinion before using the solar
powered cooker to state whether they think their cooker will work or why it wont work, and
provide fact-based reasoning to support their opinion in their engineering journal.
Academic Standards Standard 3: Writing- Opinion: 4.3.W.3 Students will express an opinion about a topic and
provide fact-based reasons as support.
2-LS2-1 Developing and using models Planning and carrying out investigations to answer
questions or test solutions to problems in K2 builds on prior experiences and progresses to
simple investigations, which provide data to support explanations or design solutions
MATERIALS/RESOURCES
MATERIALS PER STUDENT:
Pringles can or other cylindrical container.
Sharp knife, make sure you can handle a sharp object or ask for help. Kids - ask a responsible
adult for help.
Straight edge, we used a cut piece of aluminum laying around but a ruler would be good.
Sharpie marker or other marking pen.
Skewer
Hot Glue
Drill / Drill Bit
Procedural Plan for creating the solar cooker:
http://www.eia.gov/kids/resources/teachers/pdfs/SolarCookingIntermediateActivity.pdf
*When creating this lesson to integrate Language Arts and Science, I kept in mind that most
students learn best from experience, and integrating both of these subjects, kills two birds, with
one stone and makes learning both concepts enjoyable, but also effective. I believe the hands on
activity for each student will be effective but will also promote more investigation of the topic at
home. Students will want to take their solar powered cooker home and use it with their family,
furthering their learning because they will also explain to their family how and why it works.

PROCEDURE:
A.
Introduction/Motivation:
At the start of the lesson I will ask the students what they know about the sun. I
will also use this question to reach the topic of heat which is what the experiment
will focus on. Students must also know what energy is in order to define solar
energy. Then I will ask questions like, Has anyone ever used a grill or seen their
parents cook on the grill?, Have you ever wondered if there were different ways
to cook, without a grill?, What if you were stuck out in the middle of nowhere,
without a grill, but with a Pringles can, a stick, and a hot dog? Do you think you
could cook that hot dog the same way you could cook it on a grill?, Why or
why not? In your opinion, is there a better way to cook a something? Would
you rather cook a hot dog in the oven or on the grill? Why or why not?
*I will constantly be asking questions to all students to help generate their
opinion. I want them actively thinking and questioning how and why. I
want to incorporate different scenarios into this lesson so students are
wondering how else their invention can be used. I will ask them questions like
Have you ever used a grill at home or watched someone use a grill to cook
food? to have them make real world connections to the lesson.
B.

Exploration/Demonstration/Explanation of Concepts:
Academic Vocabulary-What academic vocabulary will be addressed
in this lesson? How will the students be given the opportunity to learn,
practice, and master it?

solar: of or relating to the sun; produced by or using the sun's light or heat.
energy: the ability to be active: the physical or mental strength that allows you to do things.
Pollution: occurs when gases, dust particles, fumes (or smoke) or odor are introduced into the
atmosphere in a way that makes it harmful to humans, animals and plant.
Solar panels: a panel designed to absorb the sun's rays as a source of energy for generating
electricity or heating.
Passive solar energy: converts sunlight into usable heat naturally, for example, when you get
into your car and the seats are hot. The seats have passively absorbed the heat from the sun and
now have trapped that heat into the seat.
Solar energy is taken from the rays of sunlight that hit the Earth. Solar energy can be used to
create electricity and many other forms of energy. Solar energy is a beneficial source of energy
because its generation does not affect the environment and nor add to pollution. For example,
instead of using a grill with coals, we can use one with solar panels, to cook greener. Solar
energy is considered the most plentiful source of energy because it is found anywhere the Sun
hits. Although solar energy is abundant, it is not easy and expensive to turn into a usable form of
energy. Passive solar energy does not require any machinery because solar energy is used
directly. Today, the cooker we will be creating to roast a hot dog will be an example of passive

solar energy. Until then, what do you all think are other types of passive energy? The teacher will
then create an anchor chart and will fill it in with the students help.
* When choosing vocabulary for this lesson, I just looked through my discussion I want to
have with the students to make sure they fully comprehend what is being taught and
knowing the vocabulary is crucial to comprehension of the lesson. I believe using the terms
in context betters the students understanding of the terms in real life scenarios, not just
textbook instruction.

C. Guided Individual or Cooperative Involvement:

Students will each be given the handout with the procedural steps along with all of the material
needed to complete the engineering of the solar powered cooker. The step for them to cut the
center of the Pringle can and to drill the holes in the center of the lid and bottom of the can will
be done by the instructor prior to the lesson. Students will assemble the rest of the can using the
step by step instruction. The instructor will walk around and monitor the students progress,
while also prompting them with questions like, What part of that do you think absorbs the
sunlight in order for the hot dog to cook?, Do you think anything could be added to this list of
materials to improve the cooker? Why or why not? After students have assembled their
cookers, they will form an opinion, will this cooker roast a hot dog like a regular gas/coal grill
would? Why or why not? Students must use vocabulary learned and facts to justify their opinion.
Students will record this in their engineering journal. Once this is done, students will take their
hot dog cooker outside and place it on the concrete sidewalk. Time will be allowed, depending
on the weather for the hotdog to cook. At about 80-degree sunny weather, it should take the hot
dog about 20-30 minutes to cook thoroughly.
*I will prompt the students with real life relatable questions to help them link the concept
to another in their life. I will ask them about how they think it will work based on what
theyve seen at home and to make connections to other experiences theyve had based on
the terminology and procedures of this lesson plan.
D.

Closure: How will you end the lesson? Be sure to refer back to the
objectives and plan an activity which allows students to summarize their
learning.
Each student will collect their grill from outside. The student will then make
observations using their senses. Is their hot dog cooked (visual), does their hot
dog smell cooked (smell), does their hot dog taste cooked (taste), is their hot dog
hot to touch (touch)? Students then refer back to their previous opinion. Did your
opinion turn out to be right? What did you learn from this activity?
E.

Formative Assessment:

Students are allowed time to fill out their Engineering Journals with their opinions and facts to
prove their opinions.

Level
Knowledge/Rememberin
g
Comprehension/Understa
nding
Application/Applying
Analysis/Analyzing

Evaluation/Evaluating

Synthesis/ Creating

List the questions you will use to guide your

instruction
What did you learn in this lesson?
What part of that do you think absorbs the
sunlight in order for the hot dog to cook?
Do you think anything could be added to this
list of materials to improve the cooker?
Will this cooker roast a hot dog like a regular
gas/coal grill would? Why or why not?
Is their hot dog cooked (visual), does their hot
dog smell cooked (smell), does their hot dog
taste cooked (taste), is their hot dog hot to touch
(touch)?
Develop the solar powered hot dog cooker.

INSTRUCTIONAL STRATEGIES: How do you plan to teach this lesson?

What instructional strategies/methodologies will you use? (check all to be used)
X
Constructions/Modeling
Library/Internet Research
X
Cooperative Learning
Peer Editing
X
Class Discussion
Field Study
X
Problem Solving
Role Play (Simulation)
X
Experiment
Videotape
X
Inquiry/Guided Discovery
Student Presentations
X
Hands-On Activity
X
Demonstration
X
Journaling
X
Lecture
Oral History
Mock Trial
Guest Speaker
Field Trip
Computer Assisted Instruction
Group Activities
X
Guided Practice
X
Independent Practice
Other(list)
Other(list)
Constructions/Modeling: this is used when the procedural steps are given to the students prior to
the construction of the cooker. The teacher will also be constructing a model to show to the class.
Cooperative Learning: Students will be allowed to have discussion with the students around
them and cooperatively with the instructor.
Class Discussion: Students are encouraged to answer the inquiry based questions prompted by
the instructor and to elaborate and explore their curiosity through questioning and discussion.
Problem Solving: Students are prompted with real life situation and scenarios through questions
like Do you think anything could be added to this list of materials to improve the cooker? to
prompt them to think of situations where problem solving skills would be necessary.

Experiment: The students making the grill and placing it out in the sun is them doing an
experiment.
Inquiry/Discovery: Although students are given procedural instructions to assemble the cooker,
they are still doing this on their own with the instructor there only as a guide. The instructor is
also asking inquiring questions throughout the lesson.
Hands-On Activity: The students will be doing this lesson not only because it implements
students creating an opinion based on fact, but also to have a very hands-on activity in front of
them to teach solar energy.
Journaling: Journaling is used in this activity for the students to record their opinions but also to
incorporate Language Arts and Science.
Guided Practice: Students are given the opportunity to assemble their cooker with the help of
procedural instructions and with the direction of the teacher if needed.
Demonstration: The instructor will have a model to demonstrate the correct assembly of the grill.
Lecture: Prior to the cooker being made, the students will be given a lot of factual information
from the instructor to inform them of what objectives will be incorporated in the lesson.
Independent Practice: Students are given time to journal independently and assemble their hot
dog cooker independently.
Solar Powered Hot Dog Cooker- This is a hands-on activity to demonstrate how sunlight
generates solar energy and in return can be used with the engineered solar power hot dog cooker.
Engineer Journal Writing-Students express their opinion on whether the grill will work with
facts to justify why they think it will or wont work.
ACCOMMODATIONS/MODIFICATIONS:
1. How will you accommodate or modify for those students who may have difficulty
with the assignment?
The students who have difficulty with this assignment can be given a print out of the
terms with their definitions to assist them in justifying their opinions. Students may also
receive more guided instruction during the assembling of their hot dog cooker.
I believe that this lesson incorporates many learning styles and does it in a fun and
exciting way. Students get to visually see how solar energy works and get to assemble it
on their own, which is kinesthetic. Theres lots of inquiring during the lesson which is
good for the auditory learners. This lesson is individually done and group discussion is
involved so the intrapersonal and interpersonal learners feel equally included.
Learning Style
visual
tactile
auditory
kinesthetic
global
analytic

Check all to be used

X
X
X
X
X
X

Visual: Students are going to visually see solar energy in play with their solar hot dog
cooker.
Tactile: Students are creating the solar hot dog cooker during the lesson.
Auditory: Students are voicing their opinions and having class discussion with the other
students as well as with the instructor.
Kinesthetic: Students will be allowed to get up and go outside to place their solar hot dog
cookers out in the sun.
Global: Students are given procedural instructions to help guide them but also provide
them with what will be envisioned as the end goal of the experiment.
Analytic: The goal of this lesson is very clear: make a solar powered hot dog cooker. This will be
great for analytic learners.
SUMMATIVE ASSESSMENT:
What assessment/evaluation strategies will you incorporate to assess students mastery of the
objectives?
Method
Peer Evaluation
Checklist
Portfolio
Journals

Selected

Explanation/Rationale

Students will journal their opinions and findings

from the experiment in these journals to justify
their opinions and conclusions.

Essay Exam
Group Presentation
Objective test
Concept Mapping
Contract
Rubric
Performance
Scored Discussions
Oral Presentation
Other
EXTENSIONS/RESPONSE TO INTERVENTION (RTI):
Students have an understanding of scientific terms for solar energy. It can be a misconception
because students must have this understanding before being able to predict what will happen
during the experiment and why it works. To begin the lesson, the teacher will introduce the
students to the needed vocabulary for the lesson to ensure their comprehension.
*I understand how students may or may not have prior knowledge of solar energy, cooking
food on a grill, or to alternative ways to heat and cook food. I will ask questions and
students will be able to talk and collaborate with students about their experiences,
hopefully sharing many different experiences with solar energy and cooking with heat
powered instruments.

TECHNOLOGY/RESOURCES
My lesson does not incorporate technology due to the class I am in not having any access to a
Smartboard.
http://sde.ok.gov/sde/sites/ok.gov.sde/files/documents/files/OAS-ELA-Final%20Version_0.pdf
http://sde.ok.gov/sde/sites/ok.gov.sde/files/OAS_Science_Standards_3-2-15.pdf
http://eschooltoday.com/pollution/air-pollution/what-is-air-pollution.html
http://www.instructables.com/id/Hot-Dog-Cooker-Solar-Oven/
http://www.pbslearningmedia.org/resource/psu06-e21.sci.solarcooking/solar-cooking/
https://www.pcc.edu/about/events/sustainability-training/documents/solar-cooker.pdf
http://www.eia.gov/kids/resources/teachers/pdfs/SolarCookingIntermediateActivity.pdf
http://www.softschools.com/facts/energy/solar_energy_facts/400/
*Due to not having any technology in the classroom provided, I am unable to
incorporate it in this lesson.