The Sun’s Rays: Light and its Effects

Designing a Solar Oven

The Sun’s Rays: Light and its Effects

Duration: 45 minutes

Notes / Activity

To design a solar oven

  • 4-PS3-2: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. [Assessment Boundary: Assessment does not include quantitative measurements of energy.] 
  • 4-PS3-3: Ask questions and predict outcomes about the changes in energy that occur when objects collide. [Clarification Statement: Emphasis is on the change in the energy due to the change in speed, not on the forces, as objects interact.] [Assessment Boundary: Assessment does not include quantitative measurements of energy.]

By the end of this lesson, the student should able to:

  • Design a solar oven that can demonstrate the energy transfer from the sun. 

Lesson Plan

Lesson Introduction

Duration: 5 min

How to Build a Solar Oven

  • Lead a discussion with the students:

 

How do you (or your family) normally cook food at home?

How do those appliances work?

How would you cook food if you didn’t have electricity? 

Are there other natural sources of heat (besides fire) that could be used to cook food and not harm the environment?

 

  • Introduce a solar oven to the students by showing a video. 
  • Elicit from students:

 

What is a solar oven?

How does it work? What is the energy used in the oven?

Elaborate

Duration: 40 min
  • Aluminum foil
  • Black construction paper
  • Clear plastic wrap
  • Tape
  • Tell students that they will design and build a solar oven to cook.
  • Provide students with materials such as the following:

 

Aluminum foil

Black construction paper

Clear plastic wrap

Tape

 

  • Divide students in groups and get them to brainstorm for ideas on the design of their solar oven. 
  • They can use ideas they found during research, but their design should not be a copy of something that already exists. Students should be able to identify the improvements or modifications to any existing design. 
  • Get students to draw a rough sketch and write a short description of what they have drawn.
  • All students in the group should come to a consensus on the design they will build.
  •  Their plan should be drawn out in detail and include measurements, labels, and any special instructions.
  • They will also need to list the materials they would like to use and what quantity they will need.
  • Have students share their designs so that teacher and classmates can comment and improve the design before they build their prototype. 
  • Students will prepare materials they need in the next lesson to build the prototype.

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