Pizza Box Solar Oven ‘Cook-Off’ Erika Lundgren and Brent Foster SCED 320 March 13th 2006 Name: __________________ Pizza Box Solar Oven Activity Sheet For this activity, you will work with a partner in constructing a pizza box solar oven. There are three requirements in building your solar oven: 1. You must use all of the materials provided 2. The oven must be completely enclosed somehow (air cannot flow freely in or out of your oven) 3. The thermometer must be located somewhere in the oven. Keep in mind such scientific concepts as reflection and absorption when designing your solar oven. Both partners must complete and hand-in an activity worksheet. Pre-‘Cook-Off’: In the box to the right, draw a Picture of your pizza box solar oven and label its components. During the ‘Cook-Off’: What is the temperature outside of your oven? What is the highest temperature reached in the oven? For how long was the oven exposed to the sun? __________Cº __________Cº __________ minutes Post ‘Cook-Off’: Explain the purpose of the following materials used in the pizza box solar oven. Black construction paper: Aluminum foil: Saran wrap: What materials could have been used in place of the aluminum foil and saran wrap in order to reach higher temperatures in the oven? Pizza Box Solar Oven Lesson Plan Objective: The objective of this activity is to construct a functional solar-powered oven using a limited number of supplies and a pizza box. Prescribed Learning Outcomes: It is expected that students will: Distinguish among the various forms of energy. Demonstrate and explain different methods of energy transfer (absorbtion, reflection, insulation) and relate them to daily life. Demonstrate and explain how basic concepts relating to heat and light are used in common applications. Materials: Pizza box, black construction paper, aluminum foil, saran wrap, hot dogs, toothpicks, tape, thermometers, glue, and activity worksheet. Hook: In their groups, ask students to think of a way one could cook a hotdog without having any impact on the environment (electricity, fire, gas…). Introduction: Review some of the concepts previously covered in the class relating to solar energy, such as reflection and absorption. Lesson Body: Once the students have got themselves into pairs, handout the activity worksheet and materials for the pizza box solar oven. Students will be given 20 minutes to create their solar oven and complete the Pre-‘Cook-Off’ section of their worksheet. Following this, students will carry their ovens outside to test their solar-appliances. Students will record their data and observations on their worksheets, which are to be handed in at the end of class. Time permitting: the teacher may decide to have each group share their oven and explain their reasoning with the class. This may help students generate ideas on how to improve their solar-ovens for next time. Assessment: Will be based upon the completion of their activity worksheets and participation in group-activity. Brent Foster Erika Lundgren Peer Teaching Feedback Activity: Pizza Box Solar Oven Suggested Grade: Kindergarten Adapted for Grade: Eight The lesson plan for the Pizza Box Solar Activity was designed for a kindergarten teacher in the sense that it tells the students, step-by-step, how to make the oven; it also implies that there is only one way to make the oven. In order to meet the Grade Eight curriculum and the needs of our students Brent and I decided to create an activity sheet/lab for the students that provided minimal directions; our intent being to provide the students with a goal (a solar powered oven) and the materials to reach that goal. The questions on the activity sheet were meant to scaffold the students, and to make them think critically about the scientific significance of the materials before them. When we presented this activity in our Science Education class everyone was involved. Cooperative learning took place as students were using their background knowledge of insulation, solar energy, reflection, and absorption. The end result was a wide variety of individualized pizza ovens. Each group was asked to present their oven, and to explain why it would achieve the best results (highest temperature). Unfortunately, we neither had the time nor the weather to test the ovens, but if we did Brent and I would have asked the groups to brainstorm how they could improve their oven and then tried it next time. This activity was enjoyable for the students and teachers, and could be adapted to fit the Grade Eight curriculum. It gets the students involved, thinking critically, and making predictions. Both Brent and I would use this activity in the classroom.