A Hot Mess!

As yea r 5’s we need YOU to cr ea te the most effective sola r oven tha t is going melt your S’mor es
a nd lea ve the sma llest possible ca r bon footpr int a nd gen er a te the lea st a mount of gr eenhouse
ga ses.
 
Your mission is to tr a nsfor m a sma ll ca r dboa r d box a nd tur n it into a sola r power ed oven tha t
will melt your S’mor es! You need to be in tea ms of 4 a nd think a bout:
-       Wh a t kind of ma ter ia ls will you be using to ma ke your oven ?
-       Will your oven be a ble to sta nd fr eely?
- Will your oven ha ve someth ing to pr otect your S’mor es?
-       Is your oven going to be a ble to a da pt hea t fr om the sun?
-       Which ingr edien ts will ta ke to cook longer ?
- Why is your oven susta ina ble?
-       Most impor ta ntly does your oven ha ve a funky design to tell ea ch oven a pa r t?
In vestiga tion :
1. Go on Google a nd sea r ch ‘sola r oven idea s’.
2. Ta ke n otes a nd br a in stor m wha t ma ter ia ls a r e a ppr opr ia te for your oven.
3. Con sider th e sh a pe of your oven a nd how it will a da pt hea t.
4. Downloa d oven design idea s tha t you will like a nd might consider ma king.
5. Don’t for get to be cr ea tive with your design a nd ma ke it look sn a zzy.
 
On ce you ha ve a ll the ma ter ia ls needed a nd you h a ve br a instor med your idea s, in your
tea ms of 4 sta r t cr ea tin g!
 
EVALUATION:
Befor e pla cing your ovens outside in the dir ect sunlight, ma ke sur e you
ta ke a photo of your ovens befor e a nd a fter so th a t you ca n obser ve th e differ ences th a t
occur .
 
Wa it 30-60mins.

In your tea ms you ha ve 5 minutes to r eflect on:

- Which S’mor es melted the best?
-       Why did some sola r ovens wor k better tha n other s?
-       How wer e the oven ma ter ia ls pla ced?

Once your sola r ovens ha ve come to life

a nd your S’mor es ha ve successfully melted….
EAT IT!!!
Lesson 2: Investigating and defining

Curriculum links:
Define a problem, and a set of sequenced steps, with users making decisions to create a
solution for a given task (WATPPS33)

Lesson overview:
Students are given the design brief at the beginning of the lesson, they go through it as a
class. The students get put into their teams of 4 and start brainstorming their ideas. The
students are given a worksheet for brainstorming or creating a concept map of all their
ideas that they find on the internet.
This lesson uses ICT
This lesson involves the third concept of sustainability

Critical and creative thinking:

This lesson relates to creative and critical thinking through the general capability of
generating ideas, possibilities and actions.

Lesson 3: Investigating and defining

Curriculum links:
Define a problem, and set of sequenced steps, with users making a decision to create a
solution for a given task (WATPPS27)

Sustainability

Lesson overview:
In this lesson the students continue with their brainstorming but this time they look at why
solar ovens are sustainable. Students investigate individually why it is so important to use
renewable energy and how other people in the world are not as fortunate as them who
what electricity and power.

Sustainability:
Participating critically and acting creatively in determining more sustainable ways of living.
The students are being sustainable by creating an understanding of how important
sustainability is for their future. They will also relate to the cross curriculum through the
research of environmentally friendly materials to construct their solar ovens.

Critical and creative thinking:

This lesson relates to creative and critical thinking through the general capability of
generating ideas, possibilities and actions.

Lesson 3: Designing

Curriculum link:
Develop and communicate alternative solutions, and follow design ideas, using annotated
diagrams, storyboards and appropriate technical terms (WATPPS29)

Lesson overview:
Students will design their solar ovens by using the information they sourced over the last
two lessons. This lesson the students will come together in their teams and share their ideas
on one last brainstorm map. The students must have a definite design that is annotated
with technical terms.

Critical and creative thinking:

This lesson relates to creative and critical thinking through the general capability of
generating ideas, possibilities and actions.

Lesson 4: Producing and implementing

Curriculum Link:
Select, and apply, safe procedures when using components and equipment to make
solutions (WATPPS30)

Calculate perimeter and area of rectangles using familiar metric units (ACMMG109)

Exploration of artwork from various artists and different approaches used to communicate
ideas, beliefs and opinions (ACAVAM114)

Lesson overview
In this lesson the students will be creating their designs, they will have all their materials
sourced and a step by step procedure ready to go. This lesson will incorporate maths skills
because the students will be measuring the materials and figuring out the perimeter.

Lesson 5: Evaluating

Curriculum Link:
Develop negotiated criteria to evaluate and justify design processes and solutions
(WATPPS31)

In this lesson students will reflect on their work and complete a worksheet to;
- Evaluate their designs
- Justify their design process
- If their oven did not work, why do they think it didn’t work?
- What they would do differently?

Sustainability Cross Curriculum Priority

My lesson involves the making of solar ovens through collaborative work, while
investigating sustainability through world and environmental issues. At the beginning of the
lesson the students are introduced what it feels like to live in poverty. They are prompt to
think about how it feels to live in such a state with gaining an understanding of renewable
energy and how it affects the environment. This project addresses O.I 5 in the curriculum
because students are forced to think outside of their normal sources of energy and focus on
the alternative ways. At the beginning of the class, students are engaged to imagine
themselves living with no electricity or power which highlights the social issue of living in
poverty and how they can harness the sunrays to cook their food. In addition, O.1 7 is
integrated through students gaining and understanding that the sun is a source of energy and
we can use that to our advantage. Students will investigate which materials are suitable for
absorbing heat and therefore, students acquire the knowledge that we can source energy from
our environment. The sustainable goal chosen for this project is Goal 7 Affordable Energy.
This project allows the students to develop an understanding for affordable energy through
process of building their solar ovens. It allows the students to work towards increasing
renewable energy which will be beneficial for the environment’s future and its surrounding
communities. It is crucial that students become involved with sustainability because they will
fill in the responsibility to take care of the environment’s future. According to the
Melbourne Declaration, they identify sustainability as a key area that needs to be addressed
within the curriculum because it recognises the importance of living a sustainable life. In
addition, students love being outside and hands on so there is no better way to teach students
about sustainability but through design and technology projects.

References

Australian curriculum. (n.d). Sustainability. Retrieved from:

https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-
priorities/sustainability/#

Fleer, M. (2016). Technologies for children (1st ed.). Port Melbourne: Cambridge University
Press.

Getting started with sustainability in schools. (2015). Why I should teach sustainability?
Retrieved from https://sustainabilityinschools.edu.au/why-teach-sustainability

School curriculum and standard authority. (2016). Sustainability. Retrieved from

https://k10outline.scsa.wa.edu.au/home/teaching/cross-curriculum-
priorities2/sustainability

Sustainable development goals. (n.d). About the sustainable goals. Retrieved from
https://www.un.org/development/desa/disabilities/envision2030.html