Teacher:
Content & Title:
Grade Level:
Jiahui Ma
Science
4th
Standards:
NGSS:
4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place
by sound, light, heat, and electric currents.
4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one
form to another.
DCI:
PS3.A: Definitions of Energy: Energy can be moved from place to place by moving objects or
through sound, light, or electric currents.
PS3.B: Conservation of Energy and EnergyTransfer
Energy can also be transferred from place to place by electric currents, which can then be used
locally to produce motion, sound, heat, or light. The currents may have been produced to begin
with by transforming the energy of motion into electrical energy.
Objectives (Explicit & Measurable):
Students will be able to describe what a solar cell looks like and that when sunlight hits the solar cell,
electricity is generated.
Evidence of Mastery (Measurable Assessment: formative and summative):
Walk around the classroom to observe.
The students have to finish the worksheet and present their work.
Sub-objectives, SWBAT (steps that lead to completion of objective; sequence from simple to more
complex):
Student will be able to create a solar house and explain how the house use the solar energy.
Lesson Summary and Justification: (summary gives detailed information about what students are
doing. Justification why is this lesson being taught)
A photovoltaic (PV) cell changes radiant energy into electricity. Electricity can run a motor to make motion
and make light. A solar collector absorbs radiant energy and turns it into heat. A solar collector can heat
water. A water storage tank painted black can store hot water and keep it hot by absorbing radiant energy.
Background Knowledge: (What do students need to know prior to completing this lesson)
Photovoltaic cells are also called PV cells, or solar cells, for short.
Solar-powered toys, calculators, and roadside telephone call boxes all use solar cells to convert sunlight
into electricity.
Misconception: (what possible misleading thoughts might students have?)
The sun is not only can make energy to cook but also can create electricity.
Process Skills: (what skills are you introducing or reinforcing)
manipulative ability
Four Ways of Thinking connection: (Provide a complete explanation of how your lesson plan
connects to futures, system, strategic, or values thinking. Define the way of thinking you selected
and used in this lesson plan. Remember, this should be included meaningfully in the lesson plan.)
Future Thinking: Some schools are adding PV cells to their roofs. The electricity helps lower the amount of
money schools must pay for energy. The students learn about the PV cells on their school buildings. Today,
solar energy provides only a tiny bit of the electricity we use. In the future, it could be a major source of
energy. Scientists are always researching and looking for new ways to capture and use solar energy.
Engage - In this section you should activate prior knowledge, hook student attention, pose a question
(IQ#1) based on your lesson objective that students will seek to answer in Explore.
Teacher Will: (hook)
Students Will:
Watch a video: How do solar panels work
Follow along when I read the passages
https://www.youtube.com/watch?v=xKxrkht7CpY
Think and ask the two questions:
Read 2 passages to the class
1. Have you seen a solar cell? Where did you see
1. Electricity from the sun
it?
2. What did it power?
2. Electricity in Space
Discuss the concepts and ask the student:
1. Have you seen a solar cell? Where did you see it?
2. What did it power?
Best Teaching Practice Strategy/Differentiation/ELL and Teacher Notes
Explore - In this section students should take the lead and actively use materials to discover
information that will help them answer the question posed in Engage. Teachers may choose to give
steps to follow, especially for younger students, but the goal is for students to discover some or all of the
sub-objectives of the lesson.
Teacher Will: (pose IQ #1)
Students Will: (list all steps)
Divided the student into 5 groups of 4.
Each group will creat a solor house by following
Introduce the step of making solar house:
the direction and create a solar house
Step 1: Use a cardboard box to make a house with big Step 1: Use a cardboard box to make a house
windows and a door in the front.
with big windows and a door in the front.
Step 2: Use clear transparency film to cover the
Step 2: Use clear transparency film to cover the
windows.
windows.
Step 3: Use black construction paper to make a round
Step 3: Use black construction paper to make a
water storage tank. Attach it to the side of the house
round water storage tank. Attach it to the side of
with tape as shown in the Front View drawing.
the house with tape as shown in the Front View
Step 4: Make two holes in the top of the box like in the drawing.
Top View drawing. Each hole should be about one
Step 4: Make two holes in the top of the box like in
centimeter (1 cm) in diameter.
the Top View drawing. Each hole should be about
Step 5: Place the solar collector on top of the house as one centimeter (1 cm) in diameter.
shown in the drawings. Put the tubing from the solar
Step 5: Place the solar collector on top of the
Students Will:
search online or brainstorm other electrical items
aht eletricity from the solar cell.
Discuss other electrical items that electricity from
the solar cell might operateat home and at
school.